Passages Third Edition Teachers Book 2 [3 ed.] 9781107627666

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\!I Technology and frlondahlp A Pair work Ol11CU:1s tt,e,,o quosUons. Then re.id the Olllelo to compare � idea, with tho nulho(s. 1. What 11to aomo ways th.Ill lnlon1cUng onJlno might cneo urago pcoplo to COMCCI In real flfa7 2. How could IOCl4l modl.1 tlolp &hy students pllf1lclpolll more In cl3!:s?

HOW SOCIAL MEDIA ..,FRIENDS"" TRANSLATE lfHD REAL-LIFE FRIENDSHIPS

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READING • Presents a variety of text types drawn from authentic sources • Includes pre-reading and post-reading tasks that develop skills such as skimming, scanning. and making inferences • Promotes active discussion through personalization and critical thinking

MII &Odal """'lo frtGI � Altontion, I he.lid ffllll1Y poopto uy oru..a connocllon, couldn'1 poallbly.,. ,...s ltlend>. Somo"""" feared poople mlght 1tAde loc•lo-'laco 1nu,,OC1Jon '"' a VIII� uro Online. Bui ntl'N Ille m.,jotl1y ol 1"" peoplo I� oonsldor al le3SI 1omool lhalt Ollbno lrlonds to bo likf t•tendod 1""1�y. l'lhl�h modo IN WCdet • dOO• �1:11 mod� ACIU311y 1n,:c,ur300 pooplo to COMOOI "inr...S lil1"? Ont ,..,mplo of onl1ne lila llllMloUng lnlo ,eo.1.1:1, inte,acuon i,.,ppons on Mosh.,b/0'1 Soc1'11 Mod!Q Doy, whon lhou1;ind1 ol peoplo offend In-person moo1•up1 to cclcbtote lho _, ol onUne connoction.. Anolhm cw1rnplo b loc:11lon·buod DP!)S lhnt holp IJIO::eors of se�ration. [ 5. 'A real friend will always stand up for ydG when others ore j__ putting�Y.Q!! down.

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Never be afraid to open up and ask a end for advice. �[ A � true friend will never turn ):'.OU down.

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1. Make new friend�, but hang on to the ollM ones.

8. Good friends ore hard to come by, har er to leave, and impossible to do without.

"The first statement means a friend inspires you to show all your positive qualities."

B Group work Consider the statements in part A. What makes a good friend? Discuss with your group. "In my opinion, a good friend is someon ' e who makes you a better person. It's someone who brings out the best in you."

------. ---- -

Useful expressions Expressing oplnlona In my opinion, ••• I have to say that .•• The W8'/ I

see It. ...

Personally, I (don't) tltt .. ,

________________________________��(li11�L=l�ST�E=N�l�N�G�&�S_P_E_A_K__I NG � Friendship among womenr and men

!If·>> A Listen to a professor talk about author Deborah Tannen's ideas. In Tannen's opinion, what is the main difference between friendship among men and friendship among women? !If•>) B Listen again. According to Tannen, which of these things do male friends often do (M) and which do female friends often do (F)? Write the correct letter. 1. are direct and to the point _ 2. discuss daily life at length __ 3. reveal private thoughts

__ 4. prefer to share factual information __ 5. value activities over talk __ 6. talk as a way to better understand their lives

C Group work Do you agree or disagree with Tannen's ideas about friendship? Why or why not? "I have ta say that I think same of her id'eas seem to be accurate ..." 2

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Relationships

RELATIONSHIPS

In this unit, Ss use phrasal verbs to describe and define friendships. They also practice

LESSON A CI> The best of friends

The nature of friendship (STARTING

gerund and infinitive constructions.

POINT)

Learning aim: Discuss the qualities of a good friendship and see phrasal verbs in context (10-15 minutes)

Optional activity: Proverbs (10-15 minutes) Ss talk about friendship proverbs. o Write the word proverb on the board. Explain that it is an old saying that usually gives advice for living our lives. Give a few examples of proverbs about friendship: A friend in need is a friend indeed. Make new friends, but keep the old. One is silver, and the other is gold.

A

a Books closed. Introduce the topic by asking Ss to think of one of their good friends. Ask: What positive qualities does he or she have? Have Ss brainstorm and call out as many qualities as they can. Write them on the board. ▪ Books open. Explain the task. Read the statements and the example sentence aloud. ■ Ss work in pairs or small groups to discuss the questions. Have Ss share their ideas and their own statements with the class.

a Ss work in pairs or groups to think of other proverbs about friendship that they know,

a Have groups share their proverbs with the class.

B Group work

o Explain the task. Read the example opinion aloud. a Point out the Useful Expressions box. Give an example of how to use each phrase. a Ss work in groups to do the activity. a Have groups share their opinions with the class.

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Friendship among women and men (LISTENING & SPEAKING)

Learning aim: Develop skills in listening for the main idea and details in a lecture (20-25 minutes)

A 04.)) [CD 1, Track

a Explain the task. Read the question aloud. a Tell Ss to listen for the answer to the question. Play the recording as Ss listen for the answer. Replay as many times as needed. Ss listen and check their answer. a Go over the answer with the class. fitAnstvers According to Tannen, the main difference between friendship among men and friendship among women is that men and women communicate differently. Audio script: See page T-164.

B

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[CD 1, Track 3]

o Explain the task. Tell Ss to read the list of things male friends often do and female friends often do. Go over any unfamiliar vocabulary. a Play the recording once as Ss listen. Play the recording again while Ss write the correct answers. a Go over answers with the class. Answers 1. M

2.

F

3. F

4. M

5. M

6. F

Audio script: See page 1-164. C Group work

a Explain the task. Read the example answer aloud. a Ss work in groups to do the activity. Remind Ss to use the Useful Expressions from Exercise 1B. a Have groups share their opinions with the class.

EMBIN Relationships T-2

Phrasal verbs (GRAMMAR) Learning aim: Practice using phrasal verbs to talk about friendship (20-25 minutes)

Grammar notes Phrasal verbs are very common in English. The two-word verbs show up and show off illustrate how the meaning of a phrasal verb varies greatly depending on the particle. I showed up late to my friend's party. (Meaning: Iarrived late to my friend's party.) I was excited to show off my new ring. (Meaning: / was excited to attract attention to my new ring.) Remind Ss that a transitive verb needs an object. An intransitive verb does not. Although intransitive verbs do not take an object, certain intransitive phrasal verbs followed by a preposition can take one. Compare: When 1 look back, there are some great memories. When I look back on my childhood, there are some great memories.

B m Explain the task. Go over the example with the class.

Ask Ss why both answers are possible. (Answer: because the phrasal verb bring out is separable) a Ss work individually to complete the activity. • Go over answers with the class.

1. brought out the worst / brought the worst out 2. run into a friend 3. stand up for your friends 4. do without a cell phone 5. turn them down 6. hang on to your old friends 7. put down their friends / put their friends down

C Pair work

• Books dosed. Write on the board: I showed up late to my friend's party. I was excited to show off my new ring.

■ Have a S read the two sentences. Ask Ss to identify the particle in each phrasal verb. (Answers: up in showed up; off in show off) • Books open. Discuss the information in the grammar box and read the example sentences. A

• Have Ss look at the Starting Point on page 2 again. Explain the task and read the questions aloud. Go over answers with the class. Answers Separable: bring out, cheer up, put down, turn down Inseparable: run into, drift apart, stand up for, open up, hang on to, come by, do without Three-word verbs: stand up for, hang on to Intransitive: drift apart, open up

13

MU Relationships

• Explain the task. Ss work in pairs. Have one pair read the example conversation to the class. Remind Ss to ask follow-up questions. s Have pairs share their conversations with the class. Optional activity: More phrasal verbs (15-20 minutes) Ss practice more phrasal verbs. • Ss work in groups to brainstorm other phrasal verbs that they know. Write them on the board and go over the meaning of each one with the class. • Then have Ss return to their groups to write sentences for six or seven of the phrasal verbs on the board. Tell them to leave the phrasal verbs blank, in a similar way as the sentences in part B. • Have groups exchange papers. Give Ss a time limit to complete the sentences. • Have groups read their completed sentences aloud. Go over answers with the class. To help Ss with the grammar in this exercise, download the Fresh Idea Language hunters from the Teacher Support Site.

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Describing friendship

(VOCABULARY)

Learning aim: Learn and practice using verbs aind adjectives to describe friendships (10-15 minuteis)

A Pair work • Explain the task. Read the words in the chart aloud. Ask Ss to suggest suffixes that indicate what part of speech a word is (e.g., -ize = verb; -ous, -al, -able, -ic, -ing= adjective). • Ss work in pairs to complete the activity. Go over answers with the class.

• Ss work in pairs to compare answers. Go over answers with the class.

· Answers -- - ·--··-- -- --------· -·· · -- · 1. harmonious

4. empathize

2. clash

5. admire

3. beneficial

6. endure

1. admire, admirable

4. empathize, empathe1tic

Ss describe a relationship with a best friend.

2. benefit, beneficial

5. endure, enduring

3. clash, clashing

6. harmonize, harmonious

• Tell Ss to think of one of their best friends, either from the present or past. Ask them to make a list of reasons why the friendship works (e.g., It's a harmonious relationship because we understand each other's moods and we have a lot in common.).

B • Explain the task. Read the sentences and example answer aloud. Answer any questions about vocabulary. Ss work individually to complete the activity.

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• Ss work in groups to describe the friendship. Have Ss ask follow-up questions. Brainstorm follow-up questions as a class, if necessary. • Alternatively, have Ss think of two other people they know who are best friends and describe what they think makes the friendship so successful.

What should friends have in common? (rnscuss10N)

Learning aim: Talk about what friends should have in common and practice the lesson vocabulary (15-20 minutes)

A • Books closed. Ask: What does it take for two people to become good friends? Have Ss call out their ideas. Write them on the board. • Books open. Explain the task. Read the statememts aloud. Make sure Ss understand the words values and mingle. Ask Ss to give a definition, an example, o,r a synonym for each. • Ss work individually to complete the activity. Have a few Ss read the statement they added to the class.

B Group work • Explain the task. Point out the Useful Expressions box. Give an example of how to use each phrase. Hav,e one pair of Ss read the example conversation to the class. • Ss work in groups to share their opinions and explain their reasons. Remind Ss to discuss the statemen1t they added in part A and to ask follow-up questions.

Group work • Keep Ss in their groups. Explain the task. Read the example aloud. • Ss work in groups to complete the activity. Have a S from each group report the group's findings to the class. C

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"' �.., • �- • Optional activity: My friend anc;:I_ I (10-15 minutes) V

••

•

Ss talk about what they like to do with their best friend. • Write on the board:

Friends who ploy together stay together. Ask Ss to explain what the statement means. • Ss work in groups to talk about the kinds of activities they do with their best friends. • Have Ss report their answers to the class. Determine which three activities are the most popular with the class. � For more practice discussing this topic, download the Worksheet 1.1 Quotes about friendship from the Teacher Support Site.

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Relationships

T-4

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Developing a thesis stateme!nt

Learning aim: Write a composition about a clos;e friend and use a thesis statement (40-50 minutes:)

(WRITING)

A

• Tell Ss to read the information in the box at the top of the page. Ask: What is a thesis statement? (AnSM!r: the sentence containing the main idea of the compo�:ition) • Remind Ss that a thesis statement can be found at the beginning or at the end of the first paragraph and often includes a main idea or opinion that is further e:x:plained in the rest of the composition. Make sure Ss und1!rstand that each body paragraph of a composition should focus on only one aspect of the main idea. Each of those paragraphs has a topic sentence to present that a:spect of the main idea. • Explain the task. Ss work individually to read the composition and underline the thesis statement. • Go over the answer with the class. Answers Our friendship shows that people who are vel]I diffe� can still have similar interests.

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B

• Explain the task. Ss work individually to match the phrases with the correct paragraph. • Go over answers with the class. · Answers

4 why we have a close friendship 3 what we have in common 2 how we are different

Language note Explain that the examples in the b o ok � how t�pica! . . paragraph structure for a compos1� 1on in En�h�h. E:ach paragraph has a topic sentence with the main 1dec1, and the rest of the paragraph contains one or more examples to illustrate the main idea.

1..5.

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Relationships

C

a Explain the writing task. Read the questions aloud. Remind Ss that after they finish their compositions, they should be able to answer those questions. • Give Ss time to think of a thesis statement for their composition. Have several Ss tell the class their thesis statement. Have the rest of the class give any suggest ions on how to improve each thesis statement. • Ss work individually to write their paragraphs. • Go around the class and help as needed. • Ss work in pairs to exchange compositions and take turns answering the questions. • Ss ask and answer follow-up questions and ask their partner about anything in the composition they don't understand. Optional activity: Tell me more (20 minutes)

Ss write a paragraph about their partner's friend.

• Keep Ss in pairs and have them take turns asking and answering questions about each other's friend. As a class, brainstorm questions to ask, if necessary.

• Have Ss write a paragraph about their partner's friend based on the new information. Remind Ss to include a topic sentence.

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Grammar

Grammar Plus 1A

Vocabulary

Vocabulary Plus 1A

Online Vocabulary Accelerator 1A

Online Workbook Lesson A .

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LESSON B It*- Make new friends, but keep the old . Meeting new people (STARTING POINT) Learning aim: Discuss ways of meeting new people and see gerund and infinitive constructions in context (10-15 minutes)

A el Books closed. Ask: What are some good places to meet

new friends? Write Ss' ideas on the board. II Books open. Have Ss look at the pictures. Ask them where they think each person met their friends. • Read the texts aloud. Check that Ss understand the following vocabulary. Vocabulary language exchange the practice in which speakers of different languages meet to talk first in one language, then in the other putting off not doing (something) until a later time enrolling signing up for

Have a S read the example answer aloud. Ss work individually to think of their answers to the question. Et Have Ss report their answers to the class.

ra

Culture note In the United States, it is common to make friends at work and in school. Other popular ways include joining book discussion clubs, playing sports, joining a gym, or doing volunteer work (e.g., working at an animal shelter, helping a local charity, or cleaning up local parks).

B Group work a Explain the task. Read the situations aloud. Brainstorm another situation as a class, if necessary. a Ss work in groups to add another situation to the list and suggest ways to meet people in each situation. ▪ Have groups report their suggestions to the class.

yoga physical and mental exercises; originated in India colleagues people who work together

A chance meeting (LISTENING) Learning aim: Develop skills in listening for gist and details (15-20 minutes)

A Pair work • Ask Ss to define chance meeting. (Answer: meeting someone without first planning to do so) Ask Ss to give examples. ■ Explain the task and read the question. Ss work in pairs to tell each other about their experiences. • Have Ss share their partner's experience with the class. B 410) [CD 1, Track 4] ■ Explain the task. Read the questions aloud. Ask Ss to predict what kinds of things Dena will talk about. Check that Ss understand the following vocabulary. Vocabulary a bunch a group to make a long story short a common expression that means the whole story is longer and has more detail, but the speaker is only going to tell the end result

• Go over answers with the class. Answers They first met on a plane. They met again at a party. Audio script: See page T-164.

C '4)

[CD 1, Track 5]

• Explain the task. Read the questions aloud. e Play the recording as Ss listen for the answers to the questions. Replay as many times as needed. Ss listen and check their answers. ■ Go over answers with the class. Answers 1. Dena was going to Los Angeles for work. Kate was going to Los Angeles to take a connecting flight to Monterey. 2. Dena regretted that she had forgotten to ask for Kate's email address or telephone number. 3. Three months.

■ Play the recording as Ss listen for the answers to the questions. Replay as many times as needed. Ss listen and check their answers.

4. They had been roommates in college. Audio script: See page T-164. MiEr Relationships T-6

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Gerund and infinitive constructions

Le -▪ arning aim: Practice using gerund and infinitive

constructions (20-25 minutes) Grammar notes

In verb + verb complement constructions, the first verb can be followed by a gerund, an infinitive, or either one. This depends on what the first verb is.

(GRAMMAR) 13 Explain the task. Ss work individually to choose the correct form of each verb. ra Then Ss work in pairs to compare their answers. Go over answers with the class.

Some verbs (e.g., love, hate) can be followed by either a gerund or an infinitive with no difference in meaning.

1. to have

7. to change

2. to make

8. leaving

Some other verbs can be followed by either a gerund or an infinitive but have a difference in meaning. For example, when the verb regret is followed by the infinitive of verbs such as say or announce, it is a formal way of introducing bad news. I regret to say she's not coming home. (I'm sorry to say she's not coming home.) However, when regret is followed by a gerund, it means to be sorry for something that has been said or done. I regret telling her that. (I'm sorry I told her that.)

3. changing

In passive sentences, being or to be follows the first verb. The past participle of the second verb follows being I to be. Books closed. Write the terms gerund and infinitive on the board and review how to form them.

a Write these categories on the board: sports

hobbies

other activities

Ss work in groups to think of as many verbs as they can for each category. Have a S from each group report the group's list to the class. • Tell Ss to use the verbs they brainstormed to talk about activities they love, hate, or like. Explain that these verbs can be followed by a gerund or an infinitive. Give Ss a few examples: I hate camping. I love to swim in the ocean. Have groups make as many sentences as they can within

a time limit. ■ Books open. Discuss the information in the grammar box and read the example sentences. A e Have Ss look at the Starting Point on page 6 again. Explain the task and read the question aloud. Go over answers with the class.

regretted (followed by a gerund) planning (followed by an infinitive)

1-7 MO

Relationships

9. to move

4. trying

10. sharing

5. to create

11. having

6. to wear / wearing

C Pair work a Explain the task. Read the beginning of each sentence and have a S read the example sentence aloud. Tell Ss to use their own ideas to complete the sentences and add details. o Ss work individually to complete the activity. Then Ss work in pairs to share their answers. Go over answers with the class. Optional activity: Sentence correction (15 minutes)

Ss have additional practice with gerunds and infinitives. ■ Collect Ss' sentences from part C. Write several of the

sentences on the board, but change some of them so that the gerund or infinitive is used incorrectly. im Set a time limit and have Ss work individually to decide which sentences are correct and to revise the incorrect ones. • Go over answers with the class and see which S has the most correct answers.

f9 re- verbs

{VOCABULARY)

Learning aim: Learn and practice using the preittx re­

(10-15 minutes)

A • Books closed. Write on the board: paint, repaint

make, remake

Explain that a prefix is added to the start of a roo,t word to change the word's meaning. Give an example sentence for each re- word on the board. Ask: What does tJ!Je prefix re- mean in these examples? (Answer: do again) • Write on the board: return. Tell Ss that re- can also give the idea of back. Tell Ss that when they return to a place, they "turn back" to it. • Books open. Explain the task. Read the verbs aloud and go over any unfamiliar vocabulary. • Ss work individually to complete the activity. Go over answers with the class. Answers 1. f

3. d

5. b

7. C

2. e

4. g

6. h

8. a

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--

B Pair work • Explain the task. Provide definitions and/or example sentences for the example verbs, if necessary (e.g.,. recapture means take something into your possesi;ion again; The police recaptured the criminal after he escaped.).

a Ss work individually to make a list of re- verbs with their definitions or example sentences. Tell Ss that their example sentences should show that they understand the meaning of the word. Ss then work in pairs to compare their lists. 11 Have Ss report their partner's list to the class. Write the words on the board. Language note Explain that re- is not always a prefix. Some English words simply start with the letters re- (e.g., reality, regular, recent, etc.). Optional activity: Re- words (10-15 minutes)

Ss think of other words with the prefix re-. • Ask Ss to think of other re- words that are not verbs, such as nouns and adjectives (e.g., replacement, recycled, etc.). Brainstorm a list as a class and write them on the board, if necessary. • Set a time limit and have Ss write as many sentences as they can using the re- words. Explain that the sentences must show that they understand the meaning of the words. For example: The sentence His recollection was not good does not show an understanding of recollection, but the following sentences do: His recollection of their childhood together was not good. She had to remind him of many things.

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• Have Ss read their sentences to the class.

ffl Friendship maintenance (01scuss10N) Learning aim: Talk about maintaining a friendsl:iip (15-20 minutes)

A • Books closed. Ask: What does "maintain a friendship" mean? Elicit answers. Ask: How do you maintain· your friendships? Have Ss call out their ideas, and write them on the board. • Books open. Explain the task. Read the advice alloud. Check that Ss understand the following vocabulary.

B Group work • Explain the task. Point out the Useful Expressions box. Give an example of how to use each phrase. Have a S read the example answer aloud. • Ss work in groups to discuss their choices from part A. • Have a S from each group report on the group's discussion to the class. � For more practice discussing this topic, download the

l=J Worksheet 1.2 The meaning of friendship from the Teacher Support Site.

Vocabulary betray {a person's) trust fail to help someone or keep someone's secrets when needed

face time time spent with someone in person unhealthy not good for emotional or psychological

well-being On this context)

• Ss work individually to complete the activity.

DHIIII

Relationships T-8

Technology and friendship (READING) Learning aim: Develop skills in understanding vocabulary in context, making inferences, and giving a personal reaction to a reading (25-30 minutes)

1. Both virtual and real-life friends can seem like extended family members. Virtual interactions can deepen real-life friendships that might have otherwise been short-term. People may connect with old friends online that they otherwise would not have. Virtual friends may never meet face-to-face. If they don't live close to one another, they'll rarely, if ever, hang out together or go to a celebration together.

A Pair work

■ Books closed. Ask Ss what social media sites they use. Ask them what they use the sites for and how often they use them. s Books open. Explain the task. Ss work in pairs to discuss the questions. • Ask Ss to share their answers with the class.

2. Answers will vary. 3. People may not feel as connected once they actually meet face-to-face, and the situation could be awkward. Their mobile devices may make the meeting less productive, as the "friends" might not look at each other but be glued to their screens. People may assume things about others online, and others may not live up to their expectations when they meet in person.

• Have Ss read the article silently to themselves. Check that Ss understand the following vocabulary. Vocabulary virtual life doing everything online; interacting with others and doing everyday actions only through a computer, not face-to-face

Optional activity: Class debate (15-20 minutes)

extended family relatives

Ss have a debate about how technology is changing friendships.

in-person meet-ups a meeting with people in real, face-to-face situations

▪ Write on the board:

passing temporary and superficial

Technology is hurting friendships by making them more superficial.

introverted shy, quiet extroverted outgoing

▪ Divide the class into two groups: A and B. Tell group A to think of as many reasons as they can in favor of the statement. Tell group B to think of as many reasons as they can against the statement.

likelihood the chance that something will happen be glued to be looking at something without paying attention to anything else

■ Give Ss time to think of reasons individually. Then Ss work in groups to discuss their reasons.

s Go over the answers with the class. Ask Ss if they were

surprised by what they read.

s Have each group take turns presenting their ideas to the class.

Possible answers 1. On Mashable's Social Media Day, there are in-person meet-ups. Location-based apps help users connect face-to-face when they see who else has checked in at the same location.

I Do your students need more practice?

2. Shy students who get to know their professors and classmates better as they communicate more through social media become more extroverted and participate more in class.

B Group work ■ Explain the task. Read the questions aloud. • Ss work in groups to discuss the questions. or Ask groups to share their ideas with the class. To make sure that reporting to the class goes smoothly, have groups choose one or two members to report their ideas. Ask Ss to review their ideas with the group at the end of the task to see lithe group agrees with the information they will be presenting.

T.-9 AIM Relationships

Assign . . .

for more practice in .. ..

Grammar Plus 1B

Grammar

Vocabulary Plus 1B

Vocabulary

Online Vocabulary Accelerator 1B

Vocabulary

Workbook Lesson B Online Workbook Lesson B

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Grammar, Vocabulary, Reading, Listening -------------,

2 CLOTHES AND

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APPEARANCE

In this unit, Ss use different verb pat�e;;-,,__../ talk about clothing. They also practice cleft sentences with what.

LESSON A � The way we dn�ss

Fashion sense

(STARTING POINT)

Learning aim: Discuss fashion choices and shopping for clothes, and see verb patterns in context (10-15 minutes)

Vocabulary outfits sets of clothes that are worn together discourage try to persuade someone not to do

A • Books closed. Introduce the topic by asking Ss; what they like to wear when they go out with friends to different places. Ask them if they tend to choose clothing to look good or to feel comfortable. • Books open. Explain the task. Read the survey aloud. Check that Ss understand the following vocabulary. • irLanguage.com

something

draw attention to get people to notice conventional usual, traditional, or accepted type peer pressure the influence that other people of the

same age or social group have on someone

compel force (a person to do something)

• Ss work individually to complete the survey. B Group work • Explain the task.Read the example answer aloud. • Ss work in groups to discuss their answers to the survey. • Have Ss share their group's discussion with the class.

� Judging by appearances (rnscuss10N) Learning aim: Talk about people's appearance and what it says about them (15-20 minutes) A Pair work • Books closed.Write this proverb on the board: You can't judge a book by its cover. Ask Ss what they think it means. {Answer: You can't judge a person or thing only by outward appearance.) • Books open. Explain the task. Read the quotations aloud. Answer any questions about the vocabiulary. Culture note Jean Paul Gaultier: famous French fashion desinner Martin Charnln: American lyricist.One of his moi,t famous works is the Broadway musical Annie. The quotation comes from one of the songs in this musical. • Ask a S to read the example answer aloud. Ss work in pairs to do the activity.

• It's always the badly dressed ...could mean that interesting people have more important things to think about than clothes.Or it could mean that people who don't follow the fashion trends and look different might be more interesting.

You're never fully dressed ...means that your positive attitude is as important a part of your appearance as the clothes you wear. Three-tenths of good looks are due ...means that we are born with a certain amount of attractiveness, but through fashion and style, we can become more attractive. B Group work • Explain the task. Read the questions aloud. • Ss work in groups to do the activity. • Have groups share their answers with the class.

• Have Ss share their partner's answers with the class.

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Clothes and appearance T-i 0-

Review of verb patterns (GRAMMAR) Learning aim: Practice using different verb patterns (25-30 minutes)

Grammar notes In pattern b (verb + object + infinitive), the object is a direct object, and it is the object of the main verb, not the infinitive. Direct objects of the infinitive normally follow the infinitive. want my sister to buy a new coat. The infinitive can be followed by both a direct and an indirect object. The indirect object precedes the direct object if it is present without a preposition, The indirect object follows the direct object if the preposition is used. I want to buy my sister a new coat. I want to buy a new coat for my sister.

Is Books closed. Write on the board:

C Pair work • Explain the task. Ask Ss if sentence 1 is true for them, Ask them why or why not. el Keep Ss in pairs to do the activity. Have a few Ss share their partner's answers with the class. D Pair work

o Explain the task. Read the verbs aloud. Answer any questions about vocabulary. o Go over the example with the class. Keep Ss in pairs to

complete the activity. Go over answers with the class, Possibleianswers 1. Some schools require students to wear school uniforms. They think that students will spend more time studying and less time thinking about clothes. ) 2. Parents often discourage their children from agykg out late. They don't want them to get into trouble.

1.I like to dress in bright colors. 2. He wants her to buy a new shirt.

3. Some restaurants don't allow customers to dine barefoot. They don't mind people wearing flip flops.

3. They enjoy going to fashion shows. 4. She told me about making her own clothes. • Have Ss come to the board and label the parts of each

sentence (e.g., verb, infinitive, gerund, preposition, object). • Books open. Discuss the information in the grammar box and read the example sentences.

A • Have Ss look at the Starting Point on page 10 again.

Explain the task and read the question aloud. Go over answers with the class.

4. I jto wear clothes that make me look thin. It's easier than going on a diet. 5. Experts advise people against wearing stripes and patterns together. They are distracting to look at. 6. My clothes always seem to make me look too young, I'm going to change my style so I look my age. 7. I don't mind buying expensive jewelry. It helps me to feel special. 8. Young people tend to be concerned about trends. They don't mind following the crowd,

Answers Pattern a: 5. Idon't like to draw attention to myself, .

Optional activity: More practice 00-15 minutes)

Pattern c: 6. I enjoy shopping for clothes . . .

Ss practice the verb patterns. • Ss work in groups to write eight sentences using the patterns reviewed in Exercise 3. Tell them to leave the gerund or infinitive blank but to include a word box with possible choices.

Pattern d: 4. Companies should discourage employees from wearing .

R Have groups exchange papers. Give Ss a time limit to complete the sentences. Have Ss read their completed sentences aloud and go over answers with the class.

Pattern b: 8. Peer pressure sometimes compels me to wear . .

B Pair work ■ Explain the task. Read the sentences aloud. Answer any

questions about vocabulary. It Ss work in pairs to complete the activity. ■ Go over answers with the class.

76ewere 1. c

3.a

5. b

7. d

2.a

4.c

6. d

b

T-11

jEmEr Clothes and appearance

�

Your taste in clothes

(vocABULARY) I

Learning aim: Learn and practice using adjectives to talk about personal style in clothes (10-15 rniniutes)

A • Explain the task. Read the words in the box al,oud. To check understanding, have Ss name a celebrity whose style could be described by each of the words. • Ss work individually to do the activity. Go over answers with the class. ______________ Answers

B Pair work 11 Explain the task. Have one pair of Ss read the example conversation to the class. • Ss work in pairs to discuss the question and describe the people in the picture using the words from part A. a Ask Ss to share their partner's answers with the class.

.--·--

. Possible answers

Holly: chic, elegant, formal

Hugo: classic, conservative, stuffy

Yes. The following have similar meanings:

Heather: trendy, fashionable, funky, quirky

chic, classic, elegant

Bruce: stylish, flashy, sloppy

fashionable, stylish, trendy

Ryan: sloppy

funky, quirky

Erica: functional, fashionable, trendy

conservative, stuffy

• Have a few Ss describe their own style.

�

Fashion developments

(usTENtNG)

Learning aim: Develop skills in listening for !�ist and details (15-20 minutes)

A Pair work • Ask Ss what kinds of styles were popular five years ago. Have them give specific examples. • Explain the task. Ss work in pairs to tell each other about the ways their style has changed and the ways it has remained the same. • Have Ss share their partner's answers with the class.

af

B •>) [CD 1, Track 6] • Explain the task. Tell Ss to look at the chart aind determine the information they need to complete it. Then read the six words that describe looks iin part C aloud.

• Tell Ss to listen for the answers to complete the chart. Play the recording as Ss listen for the answers. Replay as many times as needed. Ss listen and check their answers. • Ss work in pairs to compare answers. Go ove1r answers with the class.

C a4•>) [CD 1, Track 7] • Explain that Ss will listen again and write the items of clothing or accessories mentioned for each of the looks.

• Play the recording as many times as needed. • Go over answers with the class. Go over any unfamiliar vocabulary. Use the illustrations in Exercise 4B to help, if necessary. _A _ _ _ � -r ��������������nswe s

grunge: ripped jeans, checked flannel shirts, wool cap urban: baggy jeans, oversized T-shirts, hooded sweatshirts, baseball cap goth: long black dresses, heavy black boots, dark makeup bohemian: long flowing floral skirts and dresses, long tunics sporty: sweatpants, jogging suit, jerseys with numbers preppy: light-colored slacks, polo shirt. sweater Audio script: See page T-164.

Answers Mark:

Then: grunge Now: urban, hip-hop

Shelby: Then: conservative, stuffy, boring, then goth Now: bohemian Carlos:

Then: sporty Now: preppy, classic

Audio script: See page 164.

l!J@iiEI

Clothes and appearanoe T·

Writing about personal beliefs (wRmNG) Learning aim: Write a composition about personal beliefs about fashion using a thesis statement and giving examples to support the thesis (40-50 minutes)

A ■ Tell Ss to read the information in the box at the top of the page. Ask: What is a thesis statement? (Answer: the sentence containing the main idea of a composition) m Remind Ss that a thesis statement can be found at the beginning or end of the first paragraph and often includes a main idea or opinion that is further explained in the rest of the composition. Also remind Ss that each body paragraph of a composition should focus on only one aspect of the main idea. Each of those paragraphs has a topic sentence to present that aspect of the main idea. ■ Explain the task. Read the mottos aloud. Ask: In the first motto, what does "make a statement" mean? (Answer: choose clothes that will create a certain impression about your personality) ■ Ss work individually to do the activity. Then Ss work in pairs to share their ideas. Et Have Ss share their partner's ideas with the class.

D Pair work o Explain the task. Read the questions aloud. Ss work in pairs to exchange compositions and take turns answering the questions. el Go around the class and help as needed. Encourage Ss to ask and answer follow-up questions about the compositions and to ask about anything in the composition they don't understand. Optional activity: The contest (20 minutes) Ss vote on the best composition. el Gather Ss' compositions and divide them according to the four different mottos used to write the thesis statements. Ss work in groups that correspond to their thesis statement. • Tell Ss that they will pretend to be an editor of a magazine. The magazine is looking for stories about how people dress. Each group reads all the compositions with the same thesis statement and decides which one should be included in the magazine. o Have a S from each group read the winning composition to the class.

B ▪ Explain the task. Read the example thesis statement aloud. Ask Ss which motto from part A it matches. (Answer: Don't just get dressed. Make a statement.) a Ss work individually to write their thesis statement. Then Ss work in pairs to compare their thesis statements and, if necessary, suggest ways each thesis statement could be improved.

C ■ Explain the writing task. Ask Ss to read the example composition and identify the thesis statement. (Answer: They [clothes] should make a statement about who you are.) ■ Ss work individually to write their compositions. Go around the class and help as needed.

LDo your students need more practice?

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Assign . . .

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Grammar, Vocabulary, Writing

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1

LESSON B ...,.. How we appear to others

ii Forming an impression

(STARTING POINT)

Learn ing aim: Discuss first impressions and seie cleft senten ces with what in context (10-15 minutes)

• Books closed. Write on the board: You never get a second chance to make a good first impression.

Ask Ss what they think this saying means. Ask Ss if they think first impressions are important. • Books open. Explain the task. Read the statements aloud and answer any questions about vocabulary. Ss work individually to complete the activity. • Have a few Ss share their answers with the class.

� Important traits

Culture note In the United States, first impressions are very important. When meeting someone for the first time, a warm smile and looking the other person in the eye are considered ways to make a good first impression. In a business setting, a firm handshake is also considered important.

B Group work • Explain the task and read the questions aloud. Brainstorm other traits as a class, if necessary. • Ss work in groups to do the activity. • ·Have groups share their answers with the class.

(LISTENING)

Learning aim: Develop skills in listening for the: general idea (15-20 minutes) A �·>) [CD 1, Track 8]

• Explain the task. Tell Ss to look at the chart and determine the information they need to comple1te it. Check that Ss understand the following vocabulary. Vocabulary overall general; whole, entire

,,____� • Tell Ss to listen for the things that are important to the speakers when forming an impression. Play the r�cording as Ss complete the chart. Replay as many tlmes as needed. Ss listen and check their answers. • Go over answers with the class. t\nswers 1. Gabriela: appearance, clothes 2. Joan: face (In a social setting); overall appearance, confidence (in a business setting) 3. Alice: eyes

B a4•>) [CD 1, Track 9] • Explain the task. Read the questions aloud. Tell Ss to listen again to write what is not very important to the speakers when forming an impression. • Play the recording. Ss listen for the answers and complete the chart. Replay as many times as needed. • Ss work in pairs to compare answers. Go over answers with the class.

• 1. Gabriela: personality

2. Joon: doesn't say 3. Alice: clothing, hair color Audio script: See page T-165.

C Pair work • Read the question aloud. Ss work in pairs to discuss the question. • Have Ss share their partner's answer with the class.

Audio script: See page T-165.

••)mFJ

Clothes and appearance T-14

h what (GRAMMAR) � Cleft sentences wit Learning aim: Practice using cleft sentences with what (20-25 minutes)

Grammar notes

Cleft sentences are used to focus attention on a particular piece of information. A speaker may u:se a cleft sentence to add emphasis. He didn't buy a cheap car. What he bought was 1:1 Mercedes. The noun clause starting with what Is the subJec't of the sentence and takes a singular verb. In an lnfonnal style, a plural verb Is possible If followed by a plural no,un.

• Books closed. Write on the board: 1.

Read the sentences aloud and ask Ss if the sentences mean the same thing. (Answer: yes) Ask how 1the sentences are different. (Answer: The second s;entence puts more emphasis on her smile.) • Books open. Discuss the information in the grammar box and read the example sentences. A • Have Ss look at the Starting Point on page 14 a1gain. Explain the task and read the question aloud. Go over answers with the class.

Good first impressions

What I notice /s the other person's eyes. I notice the other person's eyes. What I notice Is a person's figure (or physique). I notice a person's figure (or physique). What strikes me first is the way people wear their hair. The way people wear their hair strikes me first.

B • Explain the task. Read the example ansv.:e� aloud. Ss work individually to complete the activity. • Ss work in pairs to compare their answers. Go over answers with the class.

---�

Evuyone always notices her smile.

2. What weryone always notices is her smile.

a

.---� Answers

Answers

1 . What I appreciate is a person with a good sense of humor. 2. What I always notice is the way people look at me. 3. What's important to me is a person's fashion sense. 4. What I pay attention to is I are people's manners. 5. What I really dislike is sarcasm. 6. What I'm interested In is I are the subjects people talk about. 7. What's appealing to me is a kind face.

(DISCUSSION)

Learning aim: Talk about making a good first impression and practice the lesson grammar (15-20 minutes)

Optional activity: Role play (20-25 minutes) Ss role-play making a good first impression and a bad first Impression.

A Pair work • Books closed. Ask: What can you do to make a good first impression? Have Ss call out their ideas, and write them on the board. • Books open. Explain the task. Read the tips aloud. Ss work individually to choose a tip. Then Ss work in pairs to explain their choice.

• Ss work in groups to role-play meeting a friend's parents for the first time. Have Ss work together to write two scenes: one where the person makes a good first impression and one where the person makes a bad first impression.

B Group work • Explain the task. Have one pair of Ss read the e:icample conversation to the class. • Ss work in groups to discuss which tips from p21rt A and which tips of their own are best for the situations. • Have a S from each group report on the group's tips for the situations to the class.

• Discuss Ss' notes after each role play.

T-15

,!)�iifl

Clothes and appearance

• Have Ss perform their role plays for the class. Ask the class to take notes on what the person did right or wrong.

�

Adjectives to describe outw,ard appearance (voc�l!_�Rv)

Learning aim: Learn and practice using adjectives to describe someon e's appearance (10-15 minutesJ1

A

• Book s closed. Ask Ss to call out adjectives that ca.n be used to describe people's appearance. Write them on the board. Then write on the board: sensitive. Ask Ss to give a definition. (Answer: easily affected by emotional situations) Ask Ss if they �hink this is a positive o,r a negative adjective and why. Discuss how some adjectives can be considered both positive and negative, deJpending on the person and the situation. • Books open. Explain the task and read the list of adjectives aloud. • Ss work individually to complete the activity. Go over answers with the class. Answers a. b. +

C. +/-

d. +

e. +/-

g. h. -

i. +

a

• Explain the task. Ss work individually to complete the activity. • Go over answers with the cl ass.

•1. f

2. I

3. b 4. j

5. e

7. h

6. a

8. d

9. C·

10.

g

C Pair work • Explain the task. Have one pair of Ss read the example conversation aloud. Ss work in pairs to discuss the question. • Have Ss share their partner's answers with the class.

� For more practice with vocabulary, download the

l=J Worksheet 2. 1 Impressions from the Teacher Support Site.

j. +

f. +

-Optional activity.Positive·or negative? (10-15 mihutes) ) Ss have additional practice with adjectives.

• Ss work in groups to discuss each of the adjectives from part A. Tell them to think of situations whem each adjective could be positive or negative. ' • Allow Ss time to think of other traits that could b1e positive or negative and give examples of each. • Alternatively, do the activity as a class discussion.

m Faces

matter

(DISCUSSION)

Learning aim: Talk about how people perceive different kinds of faces and practice the lesson vocabulary {15-20 minutes) • • • •

Group work Books closed. Ask: Which celebrity looks trustwo:rthy? Which one looks too serious? Why? Have Ss call out their ideas. Write Ss' answers on the board. Books open. Explain the task. Read the article aloud Check that Ss understand the vocabulary on the right. Ss work in groups to discuss the questions. Have groups share their answers with the class.

Vocabulary psychologist someone who studies the human mind and behavior categorized put into a specific group based on certain qualities quantied having the skills and/or experience to do a job well baby-faced having a face that looks innocent and younger than the person's chronological age submissive always doing what other people tell you to do

rrl To help Ss with the discussion in this exercise,

� download the Fresh Idea Catch/ from the Teacher Support Site..

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Clothes and appearance· T..16

� Changing a negative perception (READING) Learning a im: Develop skills in understanding . vocabulary in context, summarizing, and giving a personal reaction to a reading (25-30 minutes)

A Pair work • Books closed. Ask Ss to think of a time when they met someone who made a bad first impression. Ask iif their first impression was completely right. • Books open. Explain the task. Ss work in pairs to discuss the questions. • Have Ss read the article silently to themselves. Check that Ss understand the following vocabulary.

____

Optional activity: More questions (15-20 minutes) ] · Ss write comprehension questions about the article. • Ss work in pairs to write five comprehension questions about the article. • Tell Ss to close their books. Collect the questions and write them on the board (eliminating any doubles). • Set a time limit and have Ss answer the questions without looking back at the article. Go over answers with the class.

• Optional activity: Vocabulary (20-25 minutes) Ss practice the vocabulary from the reading.

Vocabulary

• Have Ss look at the article again. Tell them to write down any words that they did not know before.

potential possible unintentionally without meaning to; by accident

• Ask Ss to call out their words and write them on the board. As a class, write definitions for each word.

address (it/a problem) deal with; try to solve blown out of proportion made to appear worse than it is stick not change

• Have Ss write a sentence using each word. Make sure they write sentences that show they understand the meaning of the word.

acknowledge accept or admit

• Ask Ss to read their sentences to the class.

groveling behaving in an overly humble way in order to be forgiven assumptions things you believe to be true without having any proof self-deprecating done in a way to make your owin abilities or achievements seem unimportant to othms

B Pair work • Explain the task. Ss work in pairs to read the article again and summarize the advice. • Go over answers with the class. Possible answers Apologize immediately: Say you're sorry as soon as possible so that what happened won't become wor:se. Avoid over-apologizing: Don't apologize over and over because this makes others feel uncomfortable. Make no assumptions: Don't assume people think tile worst about you. It's better to apologize without criticizing yourself and find out how they really feel. Be sincere: There are three parts to a sincere apolo�w. First, take the blame yourself. Second, listen without getting defensive. T hird, explain how you will chang,e In the future to make things better. Humor works: Making fun of yourself can be. a good strategy, but make sure your jokes don't make others feel uncomfortable. Monitor future behavior: Practice long-term thinking and realize that changing perceptions takes time.

l'-17

bl§lifl

Clothes and appearance

C • • •

Group work Explain the task. Read the questions aloud. Ss work in groups to discuss the questions. Ask groups to share their ideas with the class. To make sure that reporting to the class goes smoothly, groups can choose one or two members to report their ideas. Have Ss review their ideas with their own group at the end of the task to see if the group agrees with the information they will be presenting.

� For an alternative reading text or extra practice,

l=J download the Worksheet 2.2 First impressions count from the Teacher Support Site.

r r Do your students need more practice? Assign •••

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for more practice in . . • ,;

:

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Workbook Lesson B

Grammar, Vocabulary, Reading

Online Workbook Lesson B

Grammar, Vocabulary, Reading, Listening

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3 SCIENCE AND

In this unit, Ss use indefinite and definite articles to talk about scientific advances. They also practice using -ing clauses.

TECHNOLOGY LESSON A ► Good science, bad science

What's new? (STARTING POINT) Learning aim: Discuss advances in science and see indefinite and definite articles in context (10-15 minutes)

Vocabulary storage a place where something is kept until needed

A

n Books closed. Ask Ss to define scientific advances. (Answer: a discovery or invention that significantly changes the way something is thought of or done) Ask Ss what they think are the most important scientific advances in the last 20 years. Write them on the board. u Books open. Explain the task. Read the texts aloud. Check that Ss understand the vocabulary on the right. • Give Ss time to think about their answer to the question. Then discuss the benefits and dangers of each advance with the class.

synthesize create a new substance through scientific manipulation DNA sequencer machine that reads the sequence of bases that form the specific DNA B Pair work

o Explain the task. Read the statements aloud. el Ss work individually to write their answers. Then Ss work in pairs to discuss each statement. a Have pairs share their discussion with the class.

The effects of technology (LISTENING & SPEAKING) Learning aim: Develop skills in listening for main ideas

B al.*

and details and in note taking (20-25 minutes)

■ Explain the task. Play the recording again as Ss take notes about the positive and negative impacts of the new technology. Replay as many times as needed. e Ss work in pairs to describe the impact of the technology. Go over answers with the class.

A 1.0 [CD 1, Track 10]

o Books closed. Ask Ss what they have heard about driverless cars. o Books open. Explain the task. Read the areas aloud. Check that Ss understand the following vocabulary.

[CD 1, Track 11]

Answers

Vocabulary

accidents: would decrease dramatically; businesses that profit from accidents would lose money

laser scanners devices that tell the distance between the car and any object found nearby

road construction: would be cheaper since lighting, guardrails, safety signs, etc. would be unnecessary

navigation successful use of roads and highways

fuel consumption: efficient routes and better design would improve gas mileage; drop in sales for gas stations

guardrails fence-like barriers along a road mileage the number of miles per gallon of fuel

parking: car sharing would mean fewer cars on the road and more parking spots

traffic congestion slow or blocked traffic due to too many cars on the road

repair: the complex technology can't be repaired by the average mechanic at this point

■ Tell Ss to listen for the answers. Play the recording as Ss choose the areas. Replay as many times as needed. ■ Go over answers with the class.

traffic: fewer cars on the road due to car sharing would result in less traffic congestion Audio script: See page T-165. C Pair work

accidents, road construction, fuel consumption, parking, traffic Audio script: See page 1-165.

e Explain the task and read the questions aloud. Ss work in pairs to answer the questions. ■ Have Ss share their partner's answers with the class.

alliEr Science and technology T-18

� Indefinite and definite articl1es (GRAMMARL·---·· Learning aim: Practice using indefinite and definite articles (20-25 minutes) ...,...,...,...___.......,__ . ·' -- ··-·- __ = ··-- ··- _ ·-· ____ _____ , Grammar notes Use the Indefinite article a or an with generic nouns to make generalizations.A generic noun represents an entire class of things. It Is not a specific thing; it Is rnore like a symbol or a representative of a group of things. A tree Is an important part of the environment. An indefinite article is not used If the generic noun is a plural countable noun or an uncountable noun. Trees are an Important part of the environment. Clean water Is an important part of the environment. Use an indefinite article when talking about a thing that is not specifically identified. Use a definite article wtien talking about a specific thing. I drive a car. I drive the red car.

Use a definite article when you know that the speaki�r knows the noun you are talking about. The car broke down today.

• Books closed. Write on the board: 1. I'm riding in

car with no driver.

2. I don't think they should clone ___ pets. 3.

latest advance amazed ___ science world.

4. In the future, there will be ___ robot that has emotions.

Have Ss come to the board and write an indefinite, a definite, or no article in the blanks.(Answers: 1. a; 2.no article; 3. The, the; 4.a) Ask Ss to say what they remember about the rules for using definite and indefinite articles. • Books open.Discuss the information in the gram mar box and read the example sentences.

'f.10

A•l§INFf

Science and technology

A • Have Ss look at the Starting Point on page J 8 again . Explain the task and read the question aloud.

•

• Go over answers with the class.

First rule: ... to hold digital information. such as a video or text. The lnformatio..n can •.. ... can be created with a techniqL!.ft known as cloning. The technique has been ... Second rule:

The Information can later be read by machines ...

Third rule: . .. synthesize QHd to hold digital information, ... ...keeping Q1J1s! safe ... Technolo gy can already .. Fourth rule:

DNA offers t he longest duration for . ..

B • Explain the task. Read the sentences aloud.Answer any questions about vocabulary. • Ss work individually to complete the activity. • Go over answers with the class.

• 1. X, X 2. X 3. A,a 4. The, X

an, the 6. X 7. X 8. the, the I a

5.

C Pair work • Explain the task.Read the list of items aloud.Have one pair of Ss read the example conversation to the class. Brainstorm ideas for each item as a class, if necessary. • Give Ss time to write statements individually about the items. • Ss work in pairs to discuss their ideas. • Have Ss share their partner's ideas with the class.

A brave new world (VOCABULARY) Learning aim: Learn and practice using adjectives to

talk about technological advances (10-15 minutes) A

a Explain the task and read the list of adjectives aloud. Ss work individually to complete the activity.

a Go over answers with the class. C- Antwers 1. c

3. a

5. g

2. d

4. f

6. b

7. e

B

a Explain the task. Ss work individually to complete

rOptional activity: My opinion (20-25 minutes) Ss use the vocabulary to talk about their opinions. ct Have Ss write a general opinion about human cloning or another topic of their choosing. Then have Ss think of three or four ideas that support their opinion. Explain that they should use the words from part A in their sentences. ■ Ss work in pairs to take turns presenting their opinion and supporting ideas to each other. Have Ss say if they agree or disagree with their partner's opinion. For more practice with vocabulary, download the Worksheet 3.1 Inventions from 3010 from the Teacher Support Site.

the activity. is Ss work in pairs to compare answers. Go over answers with the class.

Answers 1. confidential

5. hazardous / problematic

2. problematic

6. audacious / problematic / unethical

3. prudent

7. frivolous / problematic / unethical

4. unethical

ros and cons (DIscussIoN) Learning aim: Talk about the consequences of technological advances and practice the Lesson vocabulary (15-20 minutes)

Group work rz Ask Ss what pros and cons means. (Answer: the advantages and disadvantages of something) m Tell Ss they are going to evaluate the pros and cons of some technological advances. Read the headlines aloud. Make sure Ss understand the words personal data, privacy, genetically engineered crops, and microchip. Have them give definitions or examples of each word. ■ Explain the task. Read the information in the Useful Expressions box aloud. Give an example of how to use each phrase. Then have one pair of Ss read the example conversation to the class. m Ss work in groups to discuss the positive and negative consequences. Make sure that each S in the group has a chance to speak. im Ask groups to share their ideas with the class.

Optional activity: Class debate (15-20 minutes) Ss have a class debate. ■ Write on the board: Teenagers should be able to have cosmetic surgery. ■ Divide the class into two groups: A and B. Tell group A to think of as many reasons as they can in favor of the statement. Tell group B to think of as many reasons as they can against the statement. ■ Give Ss time to think of reasons individually. Ss work in groups to discuss their answers. ■ Have each group take turns presenting their ideas to the class.

MU Science and technology T-20

l!j Writing summaries

(WRITING)

Leaming aim: Write a summary reflecting the main points of the original text (40-50 minutes) A • Books closed. Ask Ss to think about instances in which summaries are useful (e.g., movie or book reviews or note taking).

• Books open. Tell Ss to read the information in the box at the top of the page. Ask: What is a summary? (Answer: a shorter version of a text which only includes its most important points) • Remind Ss that when writing a summary, they should use their own words, not copy sentences exactly from the original text. Also, a summary should be shiorter than the original text. • Explain the task. Ss work individually to complde the task. • Go over answers with the class. Main points:

Animal cloning is the technique of creating an exac:t genetic copy of an animal from a single cell. ... the potential benefits of animal cloning are mar:,y.

C Pair work • For Ss who don't have access to an article, bring in various articles about technology. Distribute them to pairs of Ss. • Explain the task. Ss work individually to choose an important paragraph in the article and write the main idea. Go around the class and help as needed. • Ss work in pairs to compare their paragraphs and main ideas. Have Ss take turns suggesting improvements lo the main ideas. • Alternatively, have both partners choose the same paragraph in an article. Ss work individually to write th 1 main idea. Then they compare the main idea they wrot� with their partner. D • • • •

L Optional activity: Story summaries (20 minutes) Ss write summaries.

Those who argue against cloning warn of its dangers.

Answers

From paragraph 2: From paragraph 3:

[' Do your students need more pracUce?

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Workbook Lesson A

Grammar, Vocabulary, Writing Online Workbook Lesson A Grammar, Vocabulary, Writing

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M!HiiEI

Science and technology

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for more practice m • . . Grammar

Assign • • •

Cloning is too expensive.

T,21

t'I.

• Give Ss time to think individually of a story about something that happened to them or use their imaginations and make up a story. The story should not take more than a minute or two to tell. • Ss work in groups. Have Ss take turns telling their stories to the group. The other Ss in the group listen carefully, take notes, and write a brief summary of the story. • Have Ss compare their summaries.

B • Explain the task. Read the summary aloud. Ss work individually to do the activity. • Go over answers with the class.

Cloning can produce animals that are unable to reproduce naturally.

Explain the writing task. Ss work individually to write their summary. Go around the class and help as needed. Go over the summaries with the class.

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LESSON B 0- Technology and you Technology troubles (STARTING POINT) Learning aim: Discuss trouble with technology and see -ing clauses in context (10-15 minutes)

✓ Give Ss time to think about their answers to the questions.

A

• Ss work in pairs to discuss their answers. Alternatively, have a class discussion.

o Books closed. Ask Ss what technologies they use regularly (e.g., tablet, laptop, cell phone, etc.). Ask Ss if they ever have any problems with them. • Books open. Explain the task. Read the texts aloud. Check that Ss understand the following vocabulary.

B Pair work o Explain the task. Have a S read the example answer to

the class. • Ss work in pairs to do the activity. • Have Ss share their partner's answers with the class.

Vocabulary access connect to dropped (calls) didn't connect; disconnected perfectionist someone who must do everything perfectly crashed stopped working completely

The convenience of technology? (LISTENING) Learning aim Develop skills in listening for the main idea and details (15-20 minutes)

A i1) [CD 1, Track 12] Explain the task. Tell Ss to look at the chart and determine the information they need to complete it. Check that Ss understand the following vocabulary. Vocabulary swipe the act of moving your finger across the screen of a device or a card through a slot not your everyday . . not common

B co

[CD 1, Track 13]

u Explain the task. Play the recording again. Ss complete the third column of the chart. • Go over answers with the class, Possible answers 1. It typed "Mr. Coffee" instead of "Mr. Coffel." 2. It typed "I'd really like to go out for a romantic dinner with Sue" instead of "I'd really like to go out for a romantic dinner with you." 3. It filled in a group contact instead of just one friend and invited 20 people to dinner.

rocketed moved extremely quickly Audio script: See page T-166.

• Tell Ss to listen for the types of technology and the problems the comedian mentions. Play the recording as Ss complete the first two columns of the chart. Replay as many times as needed. Ss listen and check their answers. ■ Go over answers with the class.

C Pair work • Explain the task. Ss work in pairs to discuss the questions. • Have pairs share their answers with the class.

Answers 1. Autocorrect; It doesn't always give the right words.) It overcorrects. 2. Voice recognition; It doesn't recognize what he's saying. 3. Autofill; It doesn't fill in the right information. Audio script: See page T-166. ME, Science and technology T-22

-inch

clauses (GRAMMAR)

Learning aim: Practice using -ing clauses

B

(20 25 minutes)

o Explain the task. Read the example answer aloud. Ss work individually to combine the sentences using -it clauses. Then Ss work in pairs to compare their answer: n Go over answers with the class.

-

Grammar notes

-

Modifying phrases with -ing are reduced adverb clauses. While I was walking down the street, I saw a car crash. While walking down the street, I saw a car crash. An adverb clause can only be changed to a modifying phrase with -ing when the subject of the adverb clause and the subject of the main clause are the same. The adverb clause in the sentence below cannot be changed to a modifying phrase because the subject of the adverb clause Is the word / and the subject of the main clause is a car. While I was walking down the street, a car crashed into a pole. a Books closed. Write on the board: 1. She is on the computer downloading new softwar e. 2. Having finished my book, I returned it to the library. 3. Listening to the story, I remembered my own experie nce.

n Read the sentences aloud and ask Ss to identify the verbs in each clause. (Answers: 1. is, downloading, 2. Having finished, returned; 3. Listening, remembered) Ask if the actions are happening at the same time or if one is happening before the other. (Answers: 1. They happen at the same time.; 2. The action of finishing the book happens first.; 3. They happen at the same time.) ▪ Books open. Discuss the information in the grammar box and read the example sentences. A

■ Have Ss look at the Starting Point on page 22 again. Explain the task and read the question aloud. Have Ss complete the task individually. ■ Go over answers with the class.

Answers Working from home one Friday, Being a perfectionist,

T, 23

JEW Science and technology

1. Being unable to remember my password, I clicked the link to have it sent to my email. 2. My computer froze up streaming a movie I'd already paid for. 3. Being very clumsy, I tripped and broke my brand-new tablet. 4. Smiling from ear to ear, Zoe took a picture of herself to post on her website. 5. Harry invited some friends to join a club using a social networking site. 6. Having implanted the criminal with a microchip, the police easily tracked him to his hideout. 7. Wen learned a lot about cloud computing reading TechToday magazine. 8. Having just gotten her first smartphone, Mari now spends all of her extra money on apps. C Pair work ■ Explain the task. Read the beginning of each sentence and the example answer aloud. Ss work individually to complete the sentences with their own ideas. ▪ Ss work in pairs to compare their answers. n Have Ss share their partner's answers with the class.

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Different attitudes

(VOCABULARY & SPEAKING)

Leaming aim: Learn and practice using expres:sions to talk about different attitudes toward technolog1y (15-20 minutes}

A • Explain the task. Read the list of expressions aloud. Go over any unfamiliar vocabulary. Ss work individually to complete the activity. • Ss work in pairs to compare answers. Go over answers with the class.

.._:____: __:___= __:_ =____;__: __: __ -

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Answers

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B Group work • Explain the task. Read the list of inventions and technologies. Have one pair ofSs read the example conversation to the class. Check that Ss understand the following vocabulary. Vocabulary spacecraft for private flights aircraft that flies mgular individuals (not astronauts) as passengers into spa,ce

-----

• Ss work individually to add more items. Give Ss time 11, think about how they feel about each item. • Ss work in groups to discuss their ideas. Tell Ss to use the new vocabulary from part A when possible. • Have a S from each group share their group's discussion with the class. Optional activity: I can't live without . .. (15 minutes)

Ss have additional practic e talking about technology. • Ss work in groups to discuss which piece of technology is the one that people today can't live without. Tell Ss to use the list from part B or their own ideas. • Have a S from each group report the group's decision to the class. • If time allows, have a class discussion about which item is the most important. Have groups defend their answers.

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To help Ss with vocabulary in this exercise, download � the Fresh Idea Bleep! Bleep! from the Teacher Support Site. www.irLanguage.com

speech-translation technology a device or syst,em that instantly translates something spoken in one language into another language

wearable electronics electronic devices designed to be worn (as clothes, accessories, etc.)

ffl Tech savvy?

(DISCUSSION)

Learning aim: Talk about opinions and attitude:s

toward technology and practice the lesson vocalbulary (15-20 minutes) A • Books closed. Ask Ss what they think the suffixes -phile and -phobe mean. (Answer: -phile means likes or has a strong interest in; -phobe means dislikes or is afraid of} Ask Ss if they know any words with these suffixes. Have Ss call out their ideas. Write them on the board. • Books open. Explain the task. Read the survey items aloud. Check that Ss understand the following vocabulary. Vocabulary surpass go beyond Innovations new ideas or methods genetic having to do with DNA overcrowding too many people in one place mistrust not believing or having confidence in

• Ss work individually to complete the survey. Ss add up their points and read what their score means. Explain that in this context a geek is someone who is very interested in technology. B Group work • Explain the task. Ss work in groups to discuss their answers to the survey and their score. • Have a S from each group report on the group's discussion to the class. Optlonal activity: Class suNey (10-15 minutes) Ss write a new survey about technology.

• Ss work in groups to make five new survey questions, similar to the ones in part A • Write the questions on the board and have the class take the new survey. • Have Ss tell the class their scores to see who is the biggest technophobe and who is the biggest technophile.

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l•@if) [CD 1, Track 18)

11 Explain the task. Read the question aloud. Check that Ss understand the following vocabulary.

C a4•>) [CD 1, Track 191

• Explain that Ss will listen again and choose the events that actually happened. D Read the statements aloud and answer any questions about vocabulary. • Play the recording and have Ss complete the activity. • Ss work in pairs to compare answers. Go over answers with the class.

Vocabulary April Fools' April 1, traditionally a day when people play harmless tricks on one another. A person who believes the trick is known as an "April Fool."

Audio script: See page T-167.

pranks tricks meant to be funny and not harm anyone declared independence separated from a central government and became an independent state frantic almost out of control because of extreme emotions such as worry or fear cooked up invented (a story)

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Internet hoaxes

(DISCUSSION)

Learning aim: Talk about Internet hoaxes and practice the lesson vocabulary (15-20 minutes)

A Pair work • Explain the task. Ss work in pairs to discuss the question. Alternatively, if some Ss don't know of any Internet hoaxes, have a class discussion. Have Ss who know about Internet hoaxes tell the class about them. B Pair work • Explain the task. Read the website claims aloud. Check that Ss understand the following vocabulary. Vocabulary

dedicated to giving a lot of time and energy to a cause

• Ss work individually to do the activity. • Ss then work in pairs to discuss their answers. • Have Ss share their partner's answers with the class. • Tell Ss to check their answers on page 142. (Answer: All are hoaxes.) C • • •

Group work Explain the task. Read the questions aloud. Ss work in groups to discuss the questions. Have a S from each group report on the group's discussion to the class.

� For more practice with this topic, download the � Worksheet 4.2 Origins of superstitions from the Teacher Support Site.

fades loses strength

l!UlilI

Superstitions and beliefs

T-34'

Athletes and their superstitions (READING) Questions (20 minutes)

Learning aim: Develop skills in understanding

Optional activity:

vocabulary in context, reading for specific information, making inferences, and giving a personal reaction to a reading (25-30 minutes)

Ss write questions about the article. Ss work in pairs to write five questions about • the article. es Tell Ss to close their books. Collect the questions and write them on the board (eliminating any doubles).

A Pair work im Books closed. Ask Ss if they believe in good luck charms. Then ask if they know what a lucky ritual is. (Answer: an action performed to bring good luck or success) Discuss whether Ss think they generally have good or bad luck. • Books open. Explain the task. Ss work in pairs to discuss the question. Go over answers with the class.

Set a time limit and have Ss answer the questions o without looking back at the article. Go over answers with the class.

Optional activity: Vocabulary

(15-20 minutes)

Possible answers

Ss practice the vocabulary from the reading.

Carrying a good luck charm might make a person feel secure or confident. Following a lucky ritual might be relaxing.

el Have Ss look at the article again. Tell them to write down any words that they did not know before.

n Have Ss read the article silently to themselves. Check that Ss understand the following vocabulary.

Vocabulary jinxing doing something to cause bad luck (to someone)

the o Ask Ss to call out their words and write them on board. As a class, write definitions for each word.

• Have Ss write a sentence using each word. Make sure they write sentences that show they understand the meaning of the word. is Ask Ss to read their sentences to the class.

hurdler an athlete who jumps over a type of fence while running around a track

C Group work

podium small raised platform

• Explain the task. Read the questions aloud.

psycho (slang) very unusual behavior

■ Ss work in groups to discuss the questions.

prevalence frequency, commonness

co Ask groups to share their ideas with the class. To make sure that reporting to the class goes smoothly, groups can choose one or two members to report their ideas. Have Ss review their ideas with their own group at the end of the task to see if the group agrees with the information they will be presenting.

foul shot free throw given to a basketball team because of something wrong the opposing team did triggers causes to start mindset way of thinking

B

Do your students need more practice?

• Explain the task. Read the statements aloud. Ss work individually to complete the activity.

Assign . . .

▪ Go over answers with the class. Ask Ss to provide the extract from the article that supports the corrected false statements. Answers

1. F; Angela Whyte considers her ritual of not carrying her podium clothes to the track rather Irrational. (Paragraph 2: It's a little psycho, but it worked!) 2. F; Those with an avid interest in sports are likely to be influenced by superstitions. (Paragraph 3: .. . the greater the interest in sports, the more superstitious a person is likely to be.) 3. NG 4. T 5. T

T-35

=Err

Superstitions and beliefs

Grammar Plus 4B Vocabulary Plus 4B Online Vocabulary Accelerator 4B Workbook Lesson B Online Workbook Lesson B

for more practice in . . .

Grammar Vocabulary Vocabulary Grammar, Vocabulary, Reading Grammar, Vocabulary, Reading, Listening

:> MOVIES AND TELEVISION

u

In this unit, Ss use sentence advorb.'.l to discuss movie trends. Tiley also use such ... that and so . .. that to make exclamatory statements about TV.

LESSON A ...._ Movies

Movies today

(STARTING POINT)

Learning aim: Discuss movie trends and see sentence adverbs in context (10-15 minutes)

Vocabulary

box office hits movies that are successful at theaters

A • Books closed. Ask Ss how often they watch movies and where they normally watch them. Then ask: Whiy do you watch movies? (e.g., to escape, to relax, to laugh, etc.) • Books open. Explain the task. Read the question and statements aloud. Check that Ss understand! the vocabulary on the right. • Giv � Ss time to think about which trends they have noticed. Then have a class discussion.

sequel a movie that continues. the story from an earlier one prequel a movie that shows the story preceding that of an earlier one profits money earned after paying expenses revenues amount of money earned by a company crowdsourcing requesting ideas, services, or funds from a large group of people, especially online passing fad something that is popular for a short time storyline what the movie is about; the plot

B Pair work • Explain the task. Have a S read the example answer to the class. • Ss work in pairs to do the activity. • Have Ss share their partner's answers with the class.

�

Reacting to movies (vocABULARY)

Learning aim: Learn and practice using adjectiives to talk about movies (15-20 minutes)

• 1. Moving I Touching

2. riveting I engrossing 3. mediocre I predictable 4. cliched I formulaic I predictable

A

• Explain the task. Read the adjectives aloud. • Ss work individually to complete the activity. • Go over answers with the class. Have Ss use each word in a sentence that shows they understand what the word means. a. -

f"

b. +

h. +

C. -

f. +

I. +

. . (15-20 minutes)·

Ss talk about movies they liked when they were young. I

• Ss work in pairs to talk about their favorite movie when they were young.

g. -

d. + e. -

Optional actlvltyWhen I was young .

• Have Ss summarize or explain their partner's movie to the class. ·'c-

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B • Explain the task. Ss work individually to complete the sentences with adjectives from part A. • Go over answers with the class.

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Movies and television

T-36

Ki

Sentence adverbs (GRAMMAR)

Learning aim: Practice using sentence adverbs (20-25 minutes)

Grammar notes Sentence adverbs modify the whole sentence. They commonly occur in three positions: at the beginning of a sentence, before the auxiliary verb, or after the auxiliary verb.

B Pair work

Explain the task. Read the example answer aloud. a Ss work individually to rewrite the sentences using a sentence adverbs. Ss work in pairs to compare their answers. Go over a answers with the class.

c:-1111 . 1111111iftft surprisingly, movie attendance is declining in the United States due to the many forms of home entertainment available.

When a sentence adverb is located at the beginning of the sentence, it is set off by a comma. Obviously, it's too late now.

1. Not

In colloquial English, it is common for sentence adverbs to appear at the end of the sentence. It's too /ate now, obviously.

2. 3.

Supposedly, men prefer action movies while women favor romantic ones. More and more independent films will probably win awards in the future.

a Books closed. Write on the board: 1. He will definitely call me. 2. He will supposedly call me. 3. He will probably call me.

Read the sentences aloud and ask Ss to identify what is different in each sentence. (Answer: the adverb) Ask if the sentences mean the same thing. (Answer: No. The adverb changes the degree of certainty.) ri Books open. Discuss the information in the grammar box and read the example sentences.

A

a Have Ss look at the Starting Point on page 36 again. Explain the task and read the questions aloud. Go over answers with the class.

For a long time, box office hits were predictably followed by sequels. Fortunately, for the movie studios, revenues continue to increase in several overseas markets. Possible answers to the second question: Predictably expresses the attitude that sequels to box office hits were no surprise and had come to be expected. Fortunately expresses the attitude that it's a good thing for the movie studios that revenues continue to increase in several overseas markets.

T-37 MiEr Movies and television

4. Honestly, many people enjoy engrossing movies full of action and special effects. 5. Clearly, in the future, nearly all movies will be shot and projected using digital technology instead of film. 6. Young filmmakers may potentially never use film. 7. Amazingly, studios routinely spend hundreds of millions of dollars to make a movie. 8. Possibly, watching violent movies can make some children more aggressive.

C Group work 13 Explain the task. Read the list of areas aloud. Have one pair of Ss read the example conversation to the class. As a class, brainstorm what the trends are in each area, if necessary. a Ss work in groups to discuss their attitudes about the trends. Make sure they use sentence adverbs. a Have a S from each group report on the group's discussion to the class.

Behind all good movies .

(LISTENING)

-

Learning aim: Develop skills in listening for main ideas and details, and in making inferences (15-20 minutes)

Answe 1. romantic comedy

3. sci-fi movie

A Pair work

2. animated movie

4. musical

a Explain the task. Ss work in pairs to discuss the elements they consider essential for each genre. a Have each pair share their discussion with the class. B l) [CD 2, Track 2] s Explain the task. Tell Ss they will not hear the name of the genre but infer it from what the people say. Check that Ss understand the following vocabulary. Vocabulary reflect give a correct picture appeal attract interest engaging interesting in a way that holds your attention dynamic continuously moving forward setting when and where the story takes place one -dimensional (character) too simple and uninteresting, showing only one aspect of (the person's personality) drive keep (something) moving conflict disagreement between people

a Tell Ss to listen for the answers. Play the recording as Ss write the genres in the first column of the chart. Replay as many times as needed. Ss listen and check their answers. o Go over answers with the class.

Audio script: See page T-168. C 110) [CD 2, Track 3]

a Explain that Ss will listen again and write the key elements in the chart. 13 Tell Ss to listen for the answers. Play the recording as Ss complete the chart. Replay as many times as needed. Ss listen and check their answers. Ss work in pairs to discuss their answers. Go over ▪ answers with the class. AnsWers 1. good storyline, combination of humor and realism, appeals to both men and women 2. appeals to all ages (with sophisticated humor and well-thought-out stories), makes people forget they're not watching real people or objects (through quality computer graphics, dynamic plot, attractive setting, interesting characters), talented people for the characters' voices (so that they are credible) 3. outstanding special effects, realness of the characters, talented director 4. talented actors (good singing, dancing, and acting) pleasurable and memorable soundtrack, some sort of conflict Audio script: See page T-168.

Movie genre preferences (DISCUSSION) Learning aim: Talk about movie preferences and practice the lesson vocabulary (15-20 minutes) A Pair work

a Books closed. Ask Ss what kinds of movies they tend to watch. Then ask Ss what attracts them to those kinds of movies. a Books open. Explain the task. Read the movie genres aloud. Check that Ss understand all the genres listed. ▪ Ss work in pairs to discuss the question. ■ Have Ss share their partner's answers with the class.

B Group work

• Explain the task and read the question. Have one pair of Ss read the example discussion to the class. Ss work in groups to discuss the question. Go around the class and help as needed. Have a S from each group share their group's opinions with the class. C Group work

■ Explain the task. Have one pair of Ss read the example discussion to the class. Give Ss time to think of their answer. • Ss work in groups for the discussion. ■ Have a S from each group report the group's discussion to the class.

0

For more practice with discussion, download the Worksheet 5.1 Must-see movie from the Teacher Support Site.

EMU Movies and television 1-38

{tl Writing a movie review

(WRITING)

Learning aim: Write an effective movie review

(40-50 minutes)

A • Books closed. Ask Ss if they ever read movie reviews before selecting a movie to watch. Ask what kind of information they would expect to find in a review. • Books open. Tell Ss to read the information in the box at the top of the page. Ask: What is included in a movie review? (Answer: information about the movie, a summary of the plot, a recommendation) • Explain the task. Read the questions aloud. Ss work individually to complete the activity. Check that :Ss understand the following vocabulary. Vocabulary indie film movie made by an independent filmmaker, not associated with a large studio; movie in the style of such films offbeat unusual and unexpected in an interesting way long to want very much to do something classified ad advertisement in a newspaper or onlrlne used to find, buy, or sell something would-be wanting or trying to be something

• Go over answers with the class. Answers 1. Safety Not Guaranteed is an offbeat romantic comedy ...

2. I'm a huge fan of both indie films and movies about time travel, so choosing to watch Safety Not Guaranteed was an easy decision to make and a very good one. 3. It's about time travel, but it's also about why people Jong to revisit the past and about why some people are willing to belleve In the Impossible. 4.... Kenneth (played by Mark Duplass), the would'-be time-traveler, ... ... Darius (Aubrey Plaza), one of the reporters, ... ... Jeff (Jake Johnson), another one of the reportE1rs, ... . . . Arnou (Karan Soni), the third reporter, ... Directed by Colin Trevorrow ... 5 .... the movie is charming, likable, and funny. Eve•ry line

of its clever script either makes you laugh or moves the story in a new direction.Best of all, it's a movie so magical that it might make you want to believe In time travel yourself. Highly recommended.

T-39

AIWIEf

Movies and television

B • Explain the task. Tell Ss that a review is similar to other types of composition - each body paragraph should be about only one main idea. One body paragraph could be about the actors; another could be about the plot. Tell Ss they could organize each body paragraph using the questions in part A. • Ss work individually to make notes to answer the questions in part A. Then Ss use their notes to write their reviews. • Go around the class and help as needed. C Pair work • Explain the task. Read the information in the Useful Expressions box aloud. Give an example of how to use each phrase. • Ss work in pairs to exchange reviews and take turns answering the questions. • Go around the class and help as needed. Encourage Ss to ask and answer follow-up questions about the review and to ask about anything in the review they don't understand.

[

Do your students need more practice?

-

Assign •••

for more practice in • . .

I

Grammar Plus 5A

Grammar

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Vocabulary Plus SA

Vocabulary

Online Vocabulary Accelerator SA

Vocabulary

Workbook Lesson A

Grammar, Vocabulary, Writing

Online Workbook Lesson A

Grammar, Vocabulary, Writing

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LESSON B ► Television TV time (STARTING POINT) Learning aim: Discuss TV shows and preferences and see such . . . that and so . . . that in context (10-15 minutes)

A ■ Books closed. Ask Ss if they watched TV last night and, if they did, what they watched. ■ Books open. Explain the task and read the questions aloud. Check that Ss understand the following vocabulary.

■ Have Ss read the text silently to themselves. ■ Give Ss time to think about their answers to the questions. Then have a class discussion about the questions. B Pair work ■ Explain the task. Read the questions and example answer aloud. ■ Ss work in pairs to do the activity. ■ Have Ss share their partner's answers with the class.

Vocabulary foul-tempered easily annoyed, usually in a bad mood drew me in attracted me to hilarious very funny witty clever and funny packed with full of unique very unusual in some way chemistry relationship between people stream get continuous sound and moving images sent from the Internet to a computer or mobile device

Types of TV programs (VOCABULARY) Learning aim: Learn and practice vocabulary for different types of TV programs (10-15 minutes) A Pair work ■ Explain the task. Read the types of TV programs aloud. ■ Ss work individually to select the types of programs they know. Then Ss work in pairs to talk about the program types they don't know. B Group work ■ Explain the task. ■ Ss work in groups to discuss the types of shows they watch from part A and to give an example of each type of program. ■ Have a S from each group tell the class the group's answers.

Optional activity: TV programs (10-15 minutes) Ss choose their ideal TV programming. ■ Ss work in pairs. Tell them that all the TV companies have decided to let viewers stream eight programs for free for one day only. ■ Have each pair decide on eight programs that they would stream. Tell Ss they should choose at least six different types of shows and that both Ss in each pair should either like the TV shows or at least be interested in watching them for the first time. ■ Have each pair present and explain their choices to the class.

LOMB Movies and television T-40

� Such ...

that and so • . . that

(GRAMMAR)

learning aim: Pract ice using such ...that and so ...that (20-25 minutes) .. � -- -

Grammar note;- -- ·

·-�-

- --·- Such Is followed by a noun, which is usually modilned by an adjective. That sitcom was such an exciting show (that) I recommended it to everyone I know. So is followed by an adjective or adverb. That sitcom was so exciting (that) I recommended it to everyone I know. So few and so many are followed by countable nouns. So much and so little are followed by uncountable nouns We downloaded so many shows (that) it took us w,eeks to watch them all. We were having so much fun (that) we forgot to eat. When such is followed by a singular countable noun. the noun is preceded by the indefinite article. It was such an interesting movie (that) I watched it three times . When such is followed by a plural countable noun or an uncountable noun, no article is used. That TV show got such good ratings (that) it won an award. The athlete showed such joy (that) the crowd suddenly cheered. In colloquial English, that is often omitted. • Books closed. Write on the board: 1. The show was so funny that I laughed nonstop\ 2. It was such a funny show that I laughed nonst:op.

• Ask: Do the sentences mean the same thing? (Answer: yes) What is different about the two sentences? (Answe:r: In s entence 1, so is u sed before an adjective.In sent{!nce 2, such is used before an adjective + noun.) • Review countable and uncountable nouns.Writ,e on the board: There is so little choice on cable TV that I prefer to watch my shows online. There are so few good shows on cable TV that I p,refer to watch my shows online.

Ask S s why the first sentence uses little and the other uses Jew. (Ans wer: The word little precedes the uncountable noun choice. The word Jew precedes the countable noun shows.) If necessary, give Ss a hint by asking what kind of noun follows little and few i:n the s entences . • Books open. Discuss the information in the grammar box and read the example sentences.

T-41

fi1mi--f

Movies and television

A

h e Starting Point on page '10 agai n · a Have Ss look at t rea d the ques t'ions a.1oud. Explain the task and th the class. a Go over answers wi

• Answers

Pattern a: w that I could watch ,t House is such a riveting sho again and again. . Patter n c: . c details that I always ntifi scie y man so de inclu y The learn something.

ple alou d and an swer • Explain the task.Read the exam . lary any questions about vocabu the activity. • Ss work individ ually to complete • Go over answers with the class.

• Answers 1. so much

3. so little

5. so much

2. so many

4. so many

6. so few

C • Explain the task. Read the sentences and the example aloud. Answer any questions about vocabulary.

··-

• Ss work individually to complete the activity. Then Ss work in pairs to compare answers . • Go over answers with the class.

1 . The referee did such a terrible job during the soccer game that my father was yelling at the TV set. 2. There are so many TV programs available on the Internet that I'm using my TV set less and less.

3. That new sitcom was so well reviewed that I wouldn't be surprised If It won an award. 4. Certain singers attract such huge audiences that they charge ridiculously high prices for concert tickets. 5. Some documentaries today deal with such critical soclal Issues that they can have a polltloal effect.

f.'I

To help Ss with grammar In this exercise, downlo ad � the Fresh Idea 1, 2, or 3? from the Teacher Supp ort Site.

New TV shows (LISTENING) Learning aim: Develop skills in listening for gist and details (20-25 minutes)

A Giq) [CD 2, Track 4] ■ Explain the task. Tell Ss to look at the chart and determine the information they need to complete it. Check that Ss understand the following vocabulary. Vocabulary network a large TV or radio broadcasting company aspirations things you hope to achieve in the meantime meanwhile stuck working unable to move out of a job kitchenette small kitchen academic related to education capture record something (on video) exotic unusual, interesting, and often foreign accomplish succeed at reaching a goal a win a success

a Tell Ss to listen for the type and basic idea of each show. Play the recording once as Ss listen. Play the recording again while Ss write their answers. Replay as many times as needed. Ss listen and check their answers. a Go over answers with the class.

2, Track 5]

4') [CD No and that Ss will listen again and write Yes or Explain a the reasons for the decisions. I:1 Tell Ss to listen for the answers. Play the recording as Ss complete the rest of the chart. Replay as many times as needed. Ss listen and check their answers. a Ss work in pairs to compare answers. Go over answers with the class. Cafe People: No; Viewers are interested in something less predictable and formulaic. Serve Yourself!: Yes; The online aspect is what viewers want, and the how-to approach should be a big hit. New Borders: Yes; It's what the network is looking for, and most of their viewers are interested in traveling and learning about other cultures. Audio script: See page T-168.

C Pair work o Explain the task. Read the example answer aloud. a Ss work in pairs to think of three popular TV shows and talk about the reasons for their popularity. a Have Ss share their answers with the class. Write the most common answers on the board and have the class vote for the best and worst shows.

Answers Café People: sitcom; A group meets at a cafe to discuss their job aspirations and experiences. Serve Yourself!: (reality) cooking show; Young people make simple, inexpensive recipes in a college dorm kitchen. New Borders: reality TV show; People learn languages and then live in foreign countries as part of a competition. Audio script: See page T-168.

Your own TV show (DiscussroN) Learning aim: Talk about and develop ideas for a TV show (20-25 minutes)

A Pair work Explain the task. Read the information in the proposal form aloud. Answer any questions about vocabulary. a Have pairs decide on a genre and complete the form with their best ideas.

B Group work a Explain the task. o Ss work in groups to role-play a meeting with a TV network. Each pair presents their idea for a show from part A. Make sure they try to convince the group. ■ Have a S from each group report the winning TV show proposal to the class. For more practice discussing this topic, download the Worksheet 5.2 TV mania from the Teacher li Support Site.

EMI Movies and television 1-4:

m

A movie starri ng everyone .

(READING)

Learning aim: Develop skills 1n understanding vocabulary in context, making inferences, and giving a personal reaction to a reading (25-30 minutes)

A Pair work • Explain the task. Ask: What is a time ca psule? (A111swer: a container filled with objects that are considered to be ty pical of the present time) Explain that time capsules are usually buried in order to be opened at a laterr date so that the contents can be studied. • Have Ss discuss the questions in pairs. Then have the pairs share their ideas with the class. • Have Ss read the article silently to themselves. Check that Ss understand the following vocabulary. Vocabulary

footage a piece of video (showing an event)

broadcast (project) intended for 1V or radio

feature-length (movie that is) 90 or more minutes long awkward difficult

fusion combination

editorial process the process of preparing the final movie (in this context) organically naturally

underscore emphasize the importance of something

grounded gave a firm base to

wide-ranging including a large number of subjects grassroots from ordinary people

painstakingly carefully, with great attention to detail tap into make sense of (something, such as beliefs or attitudes) derives from develops from

indulge allow to have something enjoyable

B Group work • Explain the task. Read the questions aloud. Ss work in groups to discuss the questions. • Ask groups to share their ideas with the class. To make sure that reporting to the class goes smoothly, groups can choose one or two members to report their ideas. Have Ss review their ideas with their own group at the end of the task to see if the group agrees with the information they will be presenting.

T-43

A•Wif;f

Movies and television

·--__......,_.._Possible answers

1. Someone in each country had to organize volunteers. Volunteers then had to find and film people in their countries. Ruddick and Litman had to go through thousands of hours of footage to create the film.

2. Answers will vary.

3. Answers will vary. • Optional activity: Your movie (20 minutes)

Ss plan their own footage for the One Day on Earth project. • Ss work in pairs and imagine they have been asked to film something for the One Day on Earth project. Ss decide what to film about their lives and/or their community. Tell Ss they should provide reasons for their decisions.

• Have each pair present their plan to the class. Make sure each pair gives reasons for their decisions.

,.. Optional activity: Vocabulary (15-20 minutes)

Ss practice the vocabulary from the reading. • Have Ss look at the article again. Tell them to write down any words that they did not know before.

• Ask Ss to call out their words, and write them on the board. As a class, write definitions for each word.

• Have Ss write a sentence using each word. Make sure Ss write sentences that show they understand the meaning of the word.

• Ask Ss to read their sentences to the class.

[··oo your students need more practice? Assign ...

for more practice in Grammar

Grammar Plus 58

Vocabulary Plus 58

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Vocabulary

Online Vocabulary Accelerator 58

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Vocabulary

Workbook Lesson B Online Workbook Lesson 8 --

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Grammar, Vocabul� Reading

Gram mar, Vocabulary, . Reading, Listening -- � .

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6 MUSICIANS AND MUSIC LESSON A 11.- A world of music

`.-1-1,--

In this unit, Ss use double comparatives to talk about music and will and would to talk about habits and general truths.

Taste in music (STARTING POINT) Learning aim: Discuss different tastes in music and see double comparatives in context (10-15 minutes) A • Books closed. Ask Ss to call out different music genres.

Write them on the board. ■ Have Ss call out the names of several musicians or music groups. Write them on the board under the correct genre. Try to include names for all the genres listed. • Books open. Explain the task. Read the question and statements aloud. Check that Ss understand the following vocabulary.

B Pair work • Explain the task. Have one pair of Ss read the example conversation to the class. Go over the information in the Useful Expressions box. Give an example of how to use each question. to Ss work in pairs to do the activity. Remind Ss to use the expressions in their conversations. • Have Ss share their partner's answers with the class.

Vocabulary social message an opinion about social issues expressed through art overplaying playing too often catchy pleasing and easy to remember N Give Ss time to think about their answer to the question.

Then have a class discussion.

Awesome tunes (LISTENING) Learning aim: Develop skills in listening for gist and

B I.)) [CD 2, Track 7]

details (15-20 minutes)

• Explain the task. Tell Ss to look at the chart and determine the information they need to complete it. • Tell Ss to listen for the answers. Play the recording as Ss complete the chart. Replay as many times as needed. Ss listen and check their answers.

A croio) [CD 2, Track 6] o Explain the task. Read the question aloud. Check that Ss understand the following vocabulary.

Vocabulary weird strange • Tell Ss to listen for the answer to the question. Play the

recording as Ss listen for the answer. Replay as many times as needed. Ss listen and check their answer. • Go over the answer with the class.

They are listening to music on a website. Audio script: See page T-169.

in Ss work in pairs to compare answers. Go over answers with the class.

Answers 1. Type of music: reggae Lisa's opinion: She's not crazy about it. Adam's opinion: He's not crazy about it. 2. Type of music: bluegrass Lisa's opinion: It's sort of cool. She kind of likes it. Adam's opinion: He thinks it's kind of interesting but a little weird. 3. Type of music: hip-hop Lisa's opinion: She thinks it's amazing. Adam's opinion: He loves it. Audio script: See page T-169.

Emmy Musicians and music

T.,14

Double comparatives (GRAMMAR) Learning aim: Practice using double comparatives (20-25 minutes)

Grammar notes In double comparatives, a conditional relationship is expressed. This condition Is always expressed in the first clause. Compare the different meanings of these two sentences: The more 1 paint, the more confidence I gain. (If I paint more, I gain more confidence.) The more confidence I gain, the more I paint. (If I gain more confidence, I paint more.) The verb be can be omitted if it is the main verb in the first clause. The more experienced the musicians (are), the more confidence they have.

a Books closed. Write on the board: the more I practice guitar the better I become

Ask Ss which clause is a condition for the other, and have Ss say the full sentence. (Answer: The first clause is the condition for the other. The more I practice guitar, the better I become.)

a Books open. Discuss the information in the grammar box and read the example sentences. A a Have Ss look at the Starting Point on page 44 again. Explain the task and read the question aloud. a Go over the answers with the class, having Ss identify and call out each of the eight double comparatives. Answers Eight double comparatives: 1. / think the more you like to dance, the more you appreciate music with a Latin beat. 2. But the more I listened to the lyrics, the more I understood its powerful social message. 3. The more exciting the soundtrack, the better the movie seems. 4. The more I hear a pop song on the radio, the less I feel like buying it. 5. The more a band focuses on its appearance, the less interesting the music is. 6. The more knowledgeable you are about it, the more you'll be able to enjoy it. 7. . . . and the catchier the tune, the more likely you are to remember the name of the product. 8. The louder the music gets, the sooner I feel like leaving.

1 -45

MD Musicians and music

B Pair work a Explain the task. Read the clauses aloud. Answer any questions about vocabulary. a Go over the example answer as a class. Ss work individually to complete the activity. ▪ Ss work in pairs to compare and discuss answers. ▪ Go over answers with the class.

1. c

2.d

3.e

4. b

5.a

a Have pairs discuss the statements they agree with and explain why. a Have a few pairs share their answers with the class. C a Explain the task. Read the beginning of each sentence aloud and answer any questions about vocabulary. a Ss work individually to complete the sentences and add further information to clarify or support the statements. D Pair work a Explain the task. Have one pair of Ss read the example conversation to the class. a Ss work in pairs to discuss their answers. a Have a few Ss share their opinions with the class. Optional activity: Double comparatives (20 minutes) Ss practice writing sentences with double comparatives.

a Ss work individually to write three first clauses with comparatives using part B as a guide.

a Ss work in pairs to exchange papers and complete each sentence with a second comparative clause.

�

Describing music

(VOCABULARY)

B Pair work • Explain the task. Read the types of sounds, music, and performances aloud. Go over any unfamiliar vocabulary with the class.

Learning aim: Learn and practice collocations for talking about music (10-15 minutes)

A

• Books closed. Ask Ss if they know what a collocat'ion is. (Answer: two or more words that are often used together) • Books open. Explain the task. Read the collocations and the definitions aloud. • Ss work individually to complete the activity. Go over answers with the class.

• Ss work in pairs to complete the activity. Go over answers with the class. performance by a punk rock band: exhilarating, frenetic rain and howling wind: haunting, exhilarating, frenetic soundtrack to an action movie: exhilarating, frenetic

--Answers

ocean waves: soothing, mellow, haunting, monotonous

1. e

3. h

5. a

techno music: catchy, monotonous, exhilarating, frenetic

2. g

4. C

6. b

classical music played by an orchestra: soothing, mellow, evocative

Optional activity:My life's soundtrack (15 minu

soft jazz with a slow beat: mellow, soothing

�

Ss describe music that is important to them. • Ask Ss to think of songs that remind them of important time periods or specific events in their life. Have Ss make a list of the songs and write reasons why tlhese are important to them. • Ss work in pairs to take turns telling each other about their lists and describing the songs. Make sure S:s use the collocations from part A to describe the son�Js. As a class, brainstorm other words to describe songs, If necessary.

�

Music everywhere

children's nursery rhyme: evocative, soothing, catchy � For more practice with vocabulary, download the Worksheet 6. 1 What music is best? from the Teacher Support Site.

l,;;,J

J

(DISCUSSION)

Learning aim: Talk about the use of music and practice the lesson vocabulary (15-20 minutes)

A Pair work • Explain the task. Have one S read the list of places and events and another the example opinion to the c:lass. • Ss work in pairs to do the activity. Re�ind �s to include the purpose the music serves in each situation. • Have Ss share their partner's answers with the class.

B Group work • Explain the task. Read the four fields aloud. Have one pair of Ss read the example conversation to the class. • Ss work in groups to discuss different ways music is or could be used in each field and the benefits and drawbacks. Remind Ss to give reasons for their answers. • Have a S from each group report the group's discussion to the class.

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Musicians and mualc T-46

Compare-and-contrast essays (WRITING) Learning aim: Write a compare-and-contrast essay (40-50 minutes) A • Books closed. Ask Ss what they know about the Beatles and the Rolling Stones. Ask them what they think the similarities and the differences arc between the groups. ■ Books open. Tell Ss to read the information in the box at the top of the page. Ask: What information does a compare-and-contrast essay present? (Answer:

similarities and differences of two or more things) ■ Explain that in a compare-and-contrast essay, as with other compositions, each body paragraph should only have one main idea. So one paragraph could be about similarities and another about differences. Alternatively, the body paragraphs could also be organized so that the similarities and differences of one aspect are discussed in each paragraph. a Have Ss read the essay silently to themselves. Check that Ss understand the following vocabulary.

Vocabulary cutting-edge the very newest (style, idea, technology, etc.) debut first public appearance clean-cut clean and neat, usually conservative looking rocks is extremely good

a Have Ss circle the thesis statement and match the paragraphs with the headings. Remind Ss to also underline the words showing comparison or contrast. a Go over answers with the class.

■ Explain the task. As a class, brainstorm types of things to compare and contrast in an essay about two bands, singers, or musical styles. ■ Ss work individually to do the activity. ■ Go around the class and help as needed.

C ■ Explain the writing task. ■ Using their thesis statement and list from part B, Ss work individually to write their essays. ■ Go around the class and help as needed.

D Pair work ■ Ss work in pairs and take turns reading their own essays aloud and guessing their partner's point of view. Remind Ss not to read their thesis statement. Go around the class and help as needed. Encourage ■ Ss to ask and answer follow-up questions about the essay and to ask about anything in the essay they don't understand. 1 Do your students need more practice? Assign . . .

for more practice in . . .

Grammar Plus 6A

Grammar

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Online Vocabulary Accelerator 6A

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Workbook Lesson A Online Workbook Lesson A

Answers Thesis: Although the Beatles and the Rolling Stones have both been called the "greatest rock 'n' roll band of all time," the prize should go to the Rolling Stones. 1 introduction

4 conclusion

3 differences

2 similarities

Words that show comparison or contrast: Although the Beatles and the Roling Stones have both . While bow bands have had . . . Both the Beatles and the Rolling Stones began . The two bands released . . . . . and both featured . . . I-1We the Rolling Stones, . . . . and both bands were known . . . In contrast, the Rolling Stones had . . 12Ut the Stones' first big hit was . . . While the Beatles were .. . However, the Rolling Stones were . .

T.47

B

EMU Musicians and music

Grammar, Vocabulary, Writing Grammar, Vocabulary, Writing

o

LESSON B � Getting your big break Music success stories

(STARTING POINT)

Learning aim: Discuss music success stories anid see will and would for habits and general truths ini context (10-15 minutes} A

• Books closed. Ask Ss what someone needs to do i1n order to become a famous pop singer or musiciarn (e.g., take music lessons; have positive influences when they are children; have a mentor; win a talent show such as American Idol, X-Factor, etc.). a Books open. Explain the task. Have Ss read the stories silently to themselves. Check that Ss understand the following vocabulary.

B Pair work

• Explain the task and read the question aloud. Have a S read the example answer to the class. • Ss work in pairs to do the activity. • Have Ss share their partner's answers with the class.

Vocabulary impersonating intentionally copying someone elsei's voice, behavior, or appearance stage fright nervousness before or during a performance

in front of an audience

reinvent change something in order to appear difforent startling very surprising

• Read the questions aloud. Ss work in pairs to discuss the questions. Alternatively, have a class discussion.

�

Breaking into the business (vocABULARY)

Learning aim: Learn and practice vocabulary to talk

B Pair work

about show business and fame (10-15 minutes)

Explain the task. Read the questions and example aloud. Ss work in pairs to do the activity. • Have Ss share their answers with the class. Write the names of the famous people on the board. • Have a class discussion. Ask Ss if they agree or disagree with the answers.

A a Explain the task. Read the expressions aloud. a Ss work individually to complete the activity.

a Go over answers with the class. To check understanding, have Ss use each expression in a sentence that shiows they understand what it means . . ·Answers

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• ••

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11

y-

Just starting out: be discovered, get your big break, break into the business, make a name for yourself, get your foot int the door, pay your dues Currently successful: be a big hit, make it big, make a comeback, pay your dues No longer successful: be a has-been, be washed up, be a one-hit wonder

l¥Ulil;f

Musicians and music T--48

Will and would for habits and general truths (GRAMMAR) Learning aim: Practice using will and would for habits and general truths (20-25 minutes) Grammar notes Would is used to express a habitual action that is in the past. It has the same meaning as used to.

When used to expresses a situation that existed in the past, would cannot be substituted. Would is only for habitual actions in the past and cannot be used with stative verbs. Correct: When I was young, l used to be very shy. Incorrect: When I was young, I would be very shy. • Books closed. Write on the board: 1. He will sing in the choir tomorrow. 2. Practicing the songs every day will always make a choir sound better. 3. He would sing in the choir every Sunday. 4. Would you sing with us?

o Ask Ss to identify how will and would are used in each sentence. (Answer: In sentence 1, will is used to show a future action. In sentence 2, will is used to express a general truth. In sentence 3, would is used to express a habitual action in the past. In sentence 4, would is used to make a polite request.) Ili Books open. Discuss the information in the grammar box and read the example sentences. A ■ Have Ss look at the Starting Point on page 48 again. Explain the task and read the question aloud. Go over answers with the class. Answers . . he would play with his family's band five days a week. At concerts, you'll see this multi-talented musician sing and play the piano or the guitar with ease. . . Adele will still sometimes suffer from stage fright before a performance. As a girl in Barbados, Robyn Rihanna Fenty would sell clothes at a street stall.

T-40 BMW Musicians and music

B ▪ Explain the task. Read the example answer aloud. Ss work individually to complete the sentences. o Ss work in pairs to compare their answers. Go over answers with the class. Answers

1. would play 2. will practice 3. would compose 4. will plug 5. would perform 6. would gain

C ra Explain the task. Read the descriptions and example answer aloud. ■ Ss work individually to complete the activity. ■ Go over answers with the class. Possible answers

1. He would take it with him wherever he went. 2. He will spend a whole day researching them online. 3. We would sing songs and play games. 4. She would listen mainly to disco. 5. She will teach in the morning and perform in the evening. D Pair work o Explain the task. Have a S read the example sentence to the class. Ss work individually to complete the sentences with true information, and then write follow-up sentences with would or will. ■ Ss share their answers with a partner. ■ Have Ss share their partner's answers with the class.

Guitar blues �·

(LISTENING)

Looming aim: Develop skills in listening for gist and

details (15-20 minutes) A Pair work

• Explain the task. Ss work in pairs to discuss their amswer to the question. • Have pairs share their answers with the class. B at•>) [CD 2, Track 8] • Explain the task. Read the question aloud. Check that Ss understand the following vocabulary.

C �·>) [CD 2, Track 9] • Read the question aloud. Explain that Ss wHI Listen again and write the advice given for each area in the chart. • Tell Ss to listen for the answers. Play the recordjng as Ss complete the chart. Replay as many times as needed. Ss listen and check their answers. • Ss work in pairs to compare answers. Go over answers with the class.

• Answers 1. Tell them you need a little more time. 2. Don't doubt yourself. You have to take yourself seriously.

Vocabulary frustrated annoyed because things aren't going the1 way you want

3. Look confident. 4. Even if you fail sometimes, you've got to keep going and not give up.

creating buzz causing positive reactions and excitement bug annoy, pester gigs paid musical performances

• Tell Ss to listen for the answer to the question. Play the recording as Ss listen for the answer. Replay as many times as needed. Ss listen and check their answer. • Go over the answer with the class.

Audio script: See page T-169.

rrl To help Ss with listening in this exercise, download � the Fresh Idea What's next? from the Teacher Support Site. ·

Possible answers He's been unable to break into the music business, and he seems to be losing his parents' support and his confidence. Audio script: See page T-169.

� The secrets of success (rnscuss10N) learning aim: Talk about the secrets of success and

C Group work

practice the lesson vocabulary (15-20 minutes)

• Explain the task. Ss work in groups to discuss their choices from part B. • Have a S from each group report the group's most common choices and reasons to the class.

A Group work

• Books closed. Ask Ss how long they think it takes to make a name for oneself. Ask if they think there aire many famous people who were overnight sensations. • Books open. Explain the task. Read the questions aloud. • Ss work in groups to discuss the questions. • Have a S from each group report the group's answ 1ers to the class.

Optional activity: The best advice (15-20 minutes) Ss talk about good advice they have received. • Ss work in groups to take turns telling each other the best advice they ever received about how to be successful in life. Make sure Ss ask follow-up questions (e.g., Who gave you the advice? How has the advice helped you?).

B

• Explain the task. Have a few Ss read the pieces of advice aloud. Answer any questions about vocabulary. • Ss work individually to complete the activity.

I,.

• Have a S from each group share the best advice with the class.

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A*WII�

Musicians

=n,.,...._,./

and music T-SO

Famous without Ecnowing i1 (READING Learning aim: Develop skills in understanding vocabulary in context, reading for specific details, and giving a personal reaction to a reading (25-30 minutes)

Optional activity: Cuostions (1G minutc.b0 Ss write comprehension questions about the article. a Ss work in pairs to write five comprehension questions about the article.

A Pair work a Books closed. Ask: Before the Internet was available, how

a Collect the questions and write them on the board (eliminating any doubles).

do you think people used to share or hear about music for the first time? (Possible answers: on the radio, on TV, in music magazines, from friends) a Books open. Explain the task. Ss work in pairs to discuss the question.

a Set a time limit and have Ss answer the questions without looking back at the article. Go over answers with the class.

a Have Ss read the article silently to themselves. Check that Ss understand the following vocabulary.

Optional activity: Vocabulary (15-20 minutes) Ss practice the vocabulary from the reading. a Have Ss look at the article again. Tell them to write down any words that they did not know before.

Vocabulary without a trace completely

a Ask Ss to call out their words and write them on the board. As a class, write definitions for each word.

bootleg made or sold illegally wound up ended up stumbled on discovered by chance

o Have Ss write a sentence using each word. Make sure Ss' sentences show they understand the meaning of the word.

astonishing very surprising

a Ask Ss to read their sentences to the class.

reputation people's opinion of someone

went wild got very excited about something went platinum sold thousands of copies and received the music industry platinum certification award frenzy almost out-of-control excitement

B cm Explain the task. Read the statements aloud.

a Ss work individually to complete the activity. ■ Go over answers with the class. AnsvVers

C Group work

• Explain the task. Read the questions aloud. o Ss work in groups to discuss the questions. o Ask groups to share their ideas with the class. To make sure that reporting to the class goes smoothly, groups can choose one or two members to report their ideas. Have Ss review their ideas with their own group at the end of the task to see if the group agrees with the information they will be presenting. e=s,'

1. T 2. NG

r

For an alternative reading text or extra practice, download the Worksheet 6.2 A song stuck in the head from the Teacher Support Site.

---,

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Do your students need more practice?

4. F; Bendjelloul heard about Rodriguez while in Cape Town, South Africa.

Assign . . .

for more practice in ...

Grammar Plus 6B

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Workbook Lesson B

Grammar, Vocabulary, Reading

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Grammar, Vocabulary, Reading, Listening

5. F; Rodriguez was astonished about how he was greeted in Cape Town. 6. NG

1-51 EMI Musicians and music

Units 4-6

Ss assess how well they have learned the communication skills in Units 4-6.

COMMUNICATION REVIEW Self-assessment Review aim: Ss assess how well they have learned the material in Units 4-6 (10-15 minutes) ■ Books closed. List or elicit from Ss the language and topics covered in Units 4-6.

■ Books open. Explain the task. Read the list of skills aloud. ■ Ss work individually to do the assessment. • Tell Ss they will review their assessment after doing the activities in this unit.

y kind of show (DISCUSSION) Review aim: Describe and evaluate TV shows and practice sentence adverbs (15-20 minutes) A ■ Read the types of television shows aloud. Ask Ss to give a definition for each one. ■ Explain the task. Ss work individually to complete the chart. Fill in the chart for one type of television show as a class, if necessary. B Pair work ■ Explain the task. Have one pair of Ss read the example conversation to the class. Point out that the example conversation includes sentence adverbs. ■ Ss work in pairs to compare their ideas using sentence adverbs. ■ Ask a few pairs to report their ideas to the class.

Optional activity: Class pall (15-20 minutes) Ss vote for their favorite TV shows. ■ Write the types of shows from part A on the board in a column. Ask Ss to share their favorite TV shows for each type listed on the board. Tally the results and write the most popular answer for each type of show on the board. ■ Have a class discussion on the good points for each show and what changes should be made. ■ Have Ss vote for their favorite TV show.

You have to see this! (DISCUSSION) Review aim: Discuss movie viewing and practice using so . . . that and such . . . that (20-25 minutes) A ■ Explain the task. Read the topics aloud. ■ Ss work individually to think about their movie-viewing habits and give examples for each topic.

B Pair work • Explain the task. Read the example answer aloud. Ss work in pairs to discuss their ideas. Remind Ss to use so . . . that and such . . . that in their discussions. ■ Have Ss share their partner's ideas with the class. Write them on the board. ■ Have the class discuss the ideas on the board. Ask Ss which movies, characters, and books are familiar to them and which are unfamiliar. Have Ss ask questions about the ones they don't know about and tell the class about the ones they are familiar with.

UNITS 4-6

Communication roviow T-5!

�

Superstitious actors

Review aim: Develop skills in listening for the mam idea and details, and for sentence adverbs and examples of will for habits (20-25 minutes)

A • Explain the task. Read the question aloud. • Discuss the question as a class. Write some of the Ss' answers on the board. B a4•>) [CD 2, Track 10]

• Explain the task. Tell Ss to read the answer choic1!s. Check that Ss understand the following vocabulary. 1

--

(LISTENING) .

Vocabulary looked down on thought of as bad or inferior in some way felt cut off from felt separated from or not welcomed in a particular part of society

--

�--·

ck 11] C �·>) [CD 2, Tra

. Read the statements aloud. • Explain t hc ta sk 1 again while Ss choo se .the theater ord·ng • Play the. rec . ns they hear. Replay as many times as needed. superst1t1o ir answers. Ss listen and check the · ai·rs to compare answers. Go over answers • Ss work mp with the class.

L

!jift,@i� 4. b 3. a

1. a

2 b

70· Audio script: See page T-1

s of the audio script • To review the grammar, mak e copi� all the sentence rline unde to d have Ss work in pairs :verbs and the examples of will and would for habits they can find.

nibbling taking small bites out of something

• Tell Ss to listen for the answer to the question. Play the recording once as Ss listen. Play the recording again while Ss choose the correct answer. Replay as many times as needed Ss listen and check their answer. • Go over the answer with the class. �. Th� used to feel isolated from the rest of society

�

Audio script: See page T-HO.

E

Hit songs

(SPEAKING)

Review aim: Give opinions about music (20-25 minutes)

B Group work

A Pair work

• Explain the task. Have one pair of Ss read the example conversation to the class. • Put pairs together to share thei r lists and agree on which three songs are the very best. • Have a S from each group report on the group's list to the class. Ask Ss if there is one son g that appe ars on every group's list.

• Explain the task. Ss work in pairs to complete the activity. Brainstorm songs from the last three years as a class, if necessary. • Go around the class and help as necessary. Remind Ss to support their choices with reasons. Make sure all pairs have a list of five songs they both agree on.

at their answers to the self-assessment IYJ atHavthee Ssbeglook inning of this review unit. As a class, discuss �

which skills were eas y and which were more difficult and why.

T-53

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eu,

Communication review

7 CHANGING TIMES LESSON A I> Lifestyles in transition

In this unit, Ss practice using optional and required relative pronouns to talk about lifestyle changes and using as if, as though, as, the way, and like to talk about personal changes.

How we are changing (STARTING POINT) Learning aim: Discuss changing lifestyles and see relative pronouns in context (10-15 minutes) A o Books closed. Ask: If people who lived 100 years ago could see your *style today, would they be surprised? What changes would they notice? Elicit ideas and write Ss' responses on the board. m Books open. Focus Ss' attention on the picture. Ask Ss which trend they think is illustrated in the picture. (Answer: social exercise programs) • Explain the task and read the text aloud. Check that Ss understand the vocabulary on the right. m Give Ss time to think about their answer to the question. Then have a class discussion about the question. Ask: Why are these changes occurring?

Vocabulary workouts series of physical exercises strength-training exercises, such as weight lifting, that focus on making muscles stronger sustainably with little or no damage to the environment pesticides chemicals used to kill unwanted insects organic produce fruits and vegetables grown without the use of harmful chemicals

resort to choose a way of doing something when other ways have not worked

B Pair work m Explain the task and read the question aloud. Have a pair of Ss read the example conversation to the class. • Ss work in pairs to do the activity. • Have Ss share their partner's answers with the class.

Current trends (DIscussioN) Learning aim: Talk about current trends (15-20 minutes)

A Pair work a Explain the task. Read the areas aloud. Ss work in pairs to do the activity. Brainstorm trends as a class, if necessary. a Focus Ss' attention on the lifestyle changes listed on the board from Exercise 1A. Ask Ss which area each trend belongs to. B Group work m Explain the task. Make sure Ss understand that significant means important. Read the example aloud. • Put pairs together and have them do the activity.

m Have groups share their presentations with the class.

0

For more practice discussing this topic, download the Worksheet 7.1 Future trends from the Teacher Support Site.

Possible answers education / schools: Mobile devices are being used more frequently for educational purposes. nature / environment: More people are using alternative energy sources, like wind and solar energy. shopping / stores: "Brick and mortar" stores are having trouble competing with online shopping. food / restaurants: People are buying more locally grown produce. health / fitness: More people are becoming aware of the importance of daily exercise. travel / tourism: Many people are vacationing locally. science / technology: Internet connections are getting faster. appearance / fashion: New technologies are playing a more Important role in the development of fabrics for clothes.

OM Changing times T-54

Optional and required rellatiue Learning aim: Practice using optional and required relative pronouns (20-25 minutes)

Grammar notes Relative pronouns (e.g., who, that, which) introduce relative clauses. Relative clauses modify the nouns that precede them. The information in a defining relative clause further defines or gives essential information about the noun it is modifying. Defining relative clauses are not set off by commas. Who, that, and which can act as subjects or objects of verbs in relative clauses. Whom can act as the object but not the subject. In informal English, who is often used Instead of whom. ri Books closed. Write on the board: 1.Many students who have finished high school are choosing to take a year off before college. 2. A personal trainer is a professional whom people hire to help them get in shape. Underline the relative pronoun in both sentences and

Ori011.1111S (GRAMMAR)

a

Explain the task. Read the sentences aloud. Answer -driy

questions about vocabulary. Et Ss work individually to complete the activity, the class. Have Ss say which a Go over answers with

sentences are true for their community.

The relative pronoun is optional in 2, 6, and 8.

C a Explain the task. Read the sentences aloud and answer any questions about vocabulary. a Ss work individually to complete the activity.

a Go over answers with the class.

1. S

2. P

3. 0

4. S

5. 0

6. S

ask Ss what each refers to. (Answers: In sentence 1,

D Pair work

who refers to students. In sentence 2, whom refers to professional.) Ask: Is the relative pronoun needed in both

a Explain the task. Ss work in pairs to interview each

sentences? (Answer: It is needed in the first sentence, but not in the second sentence.)

a Have Ss share their partner's answers with the class.

n Books open. Discuss the information in the grammar box and read the example sentences. A a Have Ss look at the Starting Point on page 54 again.

Explain the task and read the question aloud. Go over the answer with the class.

The relative pronoun is required in 1, 3, 6, 7, and 8. 1. Social exercise programs that offer fun group workouts . . 3. More professionals whose managers allow it . . 6. A growing number of people who are concerned with the effects of pesticides on the environment . 7. These days, people who are not happy with their bodies . . 8. Tourists whose destinations are foreign countries .

T-55 Piliilicr21 Changing times

other using the questions in part C.

Antonyms with prefixes (VOCABULARY & SPEAKING) Learning aim: Learn how to make antonyms with prefixes and practice using them to talk about trends (15-20 minutes) A

O Explain the task. Read the adjectives aloud. To check understanding, have several Ss use each word in a sentence that shows that they understand its meaning. ■ Ss work individually to complete the task. Go over answers with the class.

B

a Explain the task. Ss work individually to complete the activity. O Ss work in pairs to compare answers. Go over answers with the class. Answers 1. e

3. b

5. h

7. d

2. f

4. a

6. g

8. c

C Pair work

a. in

c. in

e. im

g. it

b. in

d. ii

f. im

h. in

• Explain the task. Give Ss time to think about whether or not they agree with each opinion and why. ▪ Ss work in pairs to discuss the opinions. • Have Ss share their partner's answers with the class.

gi

Generation Y (LISTENING)

Learning aim: Develop skills in listening for gist and details (20-25 minutes) A 4.0 [CD 2, Track 12]

• Explain the task. Read the questions aloud. Check that Ss understand the following vocabulary. Vocabulary accommodating helping people by providing something they need fall in (that category) belong to; are part of transitioning changing from one style to another hands-off not interfering; allowing others to work independently (community) outreach program an organization or group that helps people with social, medical, or educational problems instituting introducing, starting up (a new plan or system)

▪ Tell Ss to listen for the answers to the questions. Play the recording as Ss listen for the answers. Replay as many times as needed. Ss listen and check their answers. ▪ Ss work in pairs to compare answers. Go over answers with the class.

B at') [CD 2, Track 13]

• Explain the task.Tell Ss to look at the chart and determine the information they need to complete it. O Tell Ss to listen for the answers. Play the recording as Ss complete the chart. Replay as many times as needed. Ss listen and check their answers. a Ss work in pairs to discuss their answers. Go over answers with the class. Answers 1. work and free time: Generation V's attitude: They are more flexible and tolerant when balancing work and private life. Plan: Create a corporate social networking website. 2. relationship to boss: Generation Y's attitude: They want to share opinions and ideas with their managers and want work-related comments and advice from them. Plan: Managers will make themselves available one hour a week to speak with staff informally. 3. community involvement: Generation Y's attitude: They are volunteer-minded and want to help others. Plan: Employees will be given up to 14 hours a year of paid time off to volunteer in the community. Audio script See page T-170.

The presentation is addressed to managers in a company. Most of them are Generation X-ers. The purpose is to discuss how the company is planning to focus on the needs of their Generation Y employees. Audio script: See page T-170.

allin Changing times 1-56

Writing about a personal experience (WRITING) Learning aim: Write a composition about a personal

Answers

experience using background information and details (40-50 minutes)

Thesis statement: Last month I took a giant step and finally moved to a new apartment.

A • Books closed. Ask Ss if they ever write about their

personal experiences. If so, ask where they do it. (Possible answers: on a social networking site, in a journal, etc.) Then ask Ss if they have ever written a composition about a personal experience. Ask Ss to tell the class what kind of information they included in their composition. • Books open. Tell Ss to read the information in the box at the top of the page. Ask: How does a composition about a personal experience usually begin? (Answer: with a thesis statement and some observations or comments) What is in the body of the composition? (Answer: background information and details) z Explain to Ss that in a composition about a personal experience, at least one body paragraph should be about the experience itself, and the other paragraphs should be about the background information and how the author feels about the experience. ■ Explain the task. Tell Ss that the ellipses at the end of the three body paragraphs indicate that the paragraphs continue and words have been intentionally left out. Have Ss read the composition silently to themselves. Check that Ss understand the following vocabulary. Vocabulary

2. talking things over with the roommate before making a decision; looking at many apartments before making a decision; finding an affordable one-bedroom; decorating the apartment 3. Answers will vary.

B • Explain the writing task. • Ss work individually to write their compositions. Remind Ss to include an introductory paragraph, three detailed body paragraphs, and a conclusion. rr Go around the class and help as needed. C Pair work • Ss work in pairs to exchange paragraphs and take turns answering the questions. • Go around the class and help as needed. Encourage Ss to ask and answer follow-up questions about the personal experience and about anything they don't understand.

•

giant step an action that causes a large amount of personal progress assuming taking on making up my mind deciding

• Ss work individually to underline the thesis statement and answer the questions. • Ss work in pairs to compare answers. • Go over answers with the class. Have some Ss share their answers to the third question with the class.

T-57 EMS Changing times

1. In the beginning, I was a little scared . . ; l was also a little concerned about feeling lonely, but I knew it was important to have the experience of being totally on my own.

I

•Do your students need more practice? Assign . . .

for more practice in ..

Grammar Plus 7A

Grammar

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Vocabulary

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Workbook Lesson A

Grammar, Vocabulary, Writing

Online Workbook Lesson A

Grammar, Vocabulary, Writing

u

LESSON B ...,_ A change for the .better

Contem plating a change (STARTING POINT) .--_ . ----------.. ----and lifestyle changes making Discuss Learning aim:

see the lesson grammar in context (10-15 minut13s)

A Pair work • Books closed. Ask Ss if they know anyone who has made a change in their life recently. Ask Ss if they woulld or wouldn't make the same change and why. 11 Books open. Explain the task. Read the questions aloud. Have a few Ss read the texts to the class. Check tlllat Ss understand the following vocabulary. Vocabulary public-relations (PR) job working to get people to have a good opinion of a company or organization making ends meet having enough money to live on the needy the very poor

• Ss work in pairs to discuss their answers. Altern:atively, have a class discussion.

� Volunteering for a change

Culture note

Four-year colleges have admission requirements. Successful completion of a set number of academic courses (credits) results in a bachelor's degree.

A professional certificate is earned by passing an exam set up by an organization that sets the standards for a particular industry. The courses preparing for these exams usually have no admission requirements.

B Group work • Explain the task. Ask one pair of Ss to read the example conversation to the class. T hen tell Ss about a change you might make in your life and ask them for advice and suggestions. • Ss work in groups to share their ideas and take turns responding, giving advice, and making suggestions. • Have a S from each group report on the group's discussion to the class.

(LISTENING)

Leaming aim: Develop skills in listening for the: main idea and details (15-20 minutes)

A 11 Explain the task and read the question aloud. Have several Ss share their answers with the class. B �·>) [CD 2, Track 14)

• Explain the task. Read the question and the topics aloud. Check that Ss understand the following vocabulary. Vocabulary nonprofit not established to make a profit; a chariity

organization in this context

cover their own airfare pay for their own plane 1ticket assigned sent to a particular place for work stand in my way be an obstacle or a reason not 1to do something sets them apart shows that they are different commitment a promise to give time and energy

to something

culture shock a feeling of confusion or anxiety when in a new and different place, such as a foreign count1ry

• Tell Ss to listen for the answers to the question. Play the recording as Ss choose the answers. Replay as many times as needed. Ss listen and check their answers. • Go over answers with the class.

j.'il-Wf�

:rtrue, to;;

Audio script: See page T-171. C �·>) [CD 2, Track 15]

• Explain that Ss will listen again and write the three ways Jody is hoping to benefit from the program. • Tell Ss to listen for the answers. Play the recording as Ss write their answers. Replay as many times as needed. Ss listen and check their answers. • Go over answers with the class.

• 1. help her get a good job in the future 2. gain confidence in herself 3. get a broader and more global world view

Audio script: See page T-171.

UWill

Changing times T-56

t_fD) is if, as eh ugh, as,

MC

FiLfay'land

Learning aim: Practice using as if, as though, as, the way, and like (25-30 minutes) (------grammar' notes In these clauses of manner, as if and as though are interchangeable. Like is often used in informal spoken American English, but in more formal situations (spoken and written), as if, as though, as, and the way are used more often. The past form of the verb is used after as if and as though when the clause is describing an unreal or hypothetical situation. Andy talks about traveling as though ho had the money to do it. My grandfather runs marathons as if he were 18 years old.

dire (GRAMMAR)

1. Lately, I'm trying to think more positively, the way / n5 I did when I was younger. 2. My father is trying to exercise more the way / a$ his doctor advised. 3. Sometimes I feel as if / as though the world is changing too fast. 4. To become a better listener, listen to people as if / as though everything they say is important. 5. My uncle needs to stop dressing as if / as though time has stood still for 20 years. 6. A friend of mine is teaching me to bake bread the wayl as they do in France.

C Pair work a Books closed. Write on the board: 1. Sometimes it looks as though 171 never reach my goal. 2. Sometimes it looks like I'll never reach my goal. Read the sentences aloud and ask Ss which sentence is more formal. (Answer: the first one) Ask them to explain why. (Answer: Like has the same meaning as as if or as though, but it is more commonly used in informal spoken English.)

a Books open. Discuss the information in the grammar box and read the example sentences.

A a Have Ss look at the Starting Point on page 58 again.

a Explain the task. Read the sentences and the example answer aloud.

o Ss work individually to complete the sentences and add a sentence with their own information.

a Ss work in pairs to compare their answers. •PdsSible answers 1. I feel as though I don't have enough time to cook

healthy food. 2. I don't feel the need to be online constantly as so many people do these days. 3. Young people today feel as though it's very difficult to succeed.

Explain the task and read the question aloud. Go over the answer with the class.

4. I wish I could still play sports the way 1 used to when I was younger.

Answers

5. People today would find it difficult to use horses for transportation as was necessary long ago.

It's as if my computer is a university! Rewritten with like: It's like my computer is a university!

6. Answers will vary.

D Group work a Explain the task. Read the information in the Useful

B • Explain the task. Read the sentences and the example aloud. Ss work individually to complete the activity. a Ss work in pairs to compare their answers. Go over answers with the class.

Expressions box aloud. Give an example of when to use each question. Have one pair of Ss read the example conversation to the class.

a Put pairs together and have them discuss their answers to part C. is Have a S from each group report on the group's discussion to the class.

T-59

Haag Changing times

Collocations with change (VOCABULARY & SPEAKING) Learning aim: Learn and practice using collocations with change (15-20 minutes) A s Ask Ss if they remember what a collocation is. (Answer: two or more words that often are used together) Ask Ss to give examples of collocations and write them on the board. ■ Explain the task. Read the expressions and definitions aloud. Ss work individually to complete the activity. • Go over answers with the class. 'Answers 1. b

2. e

3. f

4. c

5. a

6. d

7. g

• Ask Ss if they can think of any other collocations

with change. Allow them to use dictionaries or other resources. Write the collocations on the board and have Ss use them in a sentence. (Possible answers: advocate, block, facilitate, initiate)

B Pair work • Explain the task. Have one pair of Ss read the example conversation to the class. ■ Ss work in pairs to discuss changes. ■ Have Ss share their partner's answers with the class. Possible answers 1. I'd try to avoid changes to my current lifestyle. 2. I wouldn't be able to cope with a change to my neighborhood. 3. I'd resist changes to the volunteer program where I work. 4. I wouldn't welcome any changes to my job description. I like my job just as it is! 5. I'd bring about a change in driving laws if I could. The laws are too strict now. To help Ss with vocabulary in this exercise, download the Fresh Idea That reminds me of . . . from the Teacher Support Site.

How do you cope? (DiscussioN) Learning aim: Discuss dealing with change and practice using collocations with change (20 minutes) A • Explain the task. Read the survey aloud. ■ Ss work individually to complete the survey and then calculate their score. ■ Ss work in pairs to discuss the survey and their results. ■ Have Ss share their partner's results with the class.

B Pair work • Explain the task. Have a S read the example to the class. • Ss work in pairs to discuss a big change in their life. Brainstorm examples of big life changes as a class, if necessary. • Have Ss share their partner's answers with the class.

Optional activity: The biggest change (20 minutes) Ss talk about the biggest life change. • Ss work in groups to discuss what they think are the top three most important life changes a person can experience. Tell them to write at least two reasons for each choice. • Have each group tell the class about the changes they listed and their reasons. Write each group's ideas on the board. • Have a class discussion about the most important life change. Have each group defend their ideas until the class can agree on the most important change a person can have.

Mar Changing times T-60

m

Return to simplicity

(READING)

Learning aim: Develop skills in understanding vocabulary in context, reading for specific information, making inferences, and giving a personal re.action to a reading (25-30 minutes)

Answers

Ss practice the vocabulary from the reading.

• Have Ss look at the article again. Tell them to write down any words that they did not know before.

• Ask Ss to call out their words and write them on the board. As a class, write definitions for each word.

• Have Ss write a sentence using each word. Make sure they write sentences that show they understand the meaning of the word.

• Ask Ss to read their sentences to the class.

Vocabulary

in a courtroom

bed and breakfast a small inn with a few bedrooms, typically a person's home, where guests can sleep and have breakfast

C • • •

dishing out serving (food)

mesa a high, flat piece of land

phenomenon something that is noticed because it is unusual or new

widespread very common throughout a large area

frazzled exhausting and stressful

gone way down decreased a lot

potluck dinner a dinner where each guest briings part of the meal advocating expressing support for

consumption patterns the regular ways in which

people buy and use resources

deprivation the state of not having enough

B • Ask Ss to define summary. (Answer: a short version of an article that gives only the main points) Explain the task. • Ss work individually to complete the activity·. • Go over answers with the class.

T·61 .-............

l•Hiiil

Changing times

7. money

6. buy

Optional activity: Vocabulary (15-20 minutes)

Ask Ss what the phrase means. (Answer: a way of life that is competitive, rushed, and stressful, usually in a city) Ask Ss if they think they are in the rat irace or if they lead a simple life. • Books open. Explain the task. Ss work in pairs to discuss the question. • Have Ss read the article silently to themselv,�s. Check that Ss understand the following vocabulary.

trial lawyer a lawyer who defends or prosecL1tes clients

3. cutting down on 4. her kids

rot race

paralegal a person who works in a lawyer's office and assists with researching cases

5. magazine

2. bed and breakfast

A Pair work • Books closed. Write on the board:

precious extremely valuable

1. more precious

Group work Explain the task. Read the questions aloud. Ss work in groups to discuss the questions. Ask groups to share their ideas with the class. To makt sure that reporting to the class goes smoothly, groups can choose one or two members to report their ideas. Have Ss review their ideas with their own group at the end of the task to see if the group agrees with the information they will be presenting.

� For an alternative reading text or extra practice,

l=J download the Worksheet 7.2 Bright ideas from the

r'

Teacher Support Site.

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Grammar

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Grammar, Vocabulary, Reading

Grammar, Vocabulary, Reading, Listening

CONSUMER CULTURE LESSON A I> What's new on the market?

In this unit, Ss practice placement of direct and indirect objects and use verbs in the subjunctive; to talk about shopping and product marketing.

Smart shoppers (STARTING POINT) Learning aim: Discuss finding bargains and see direct and indirect objects in context (10-15 minutes) A Pair work a Explain the task. Read the texts aloud. Check that Ss

understand the following vocabulary. Vocabulary bidding offering to pay a particular price for an item, usually in competition with other people

• Give Ss time to think about their answer to the question. Then Ss work in pairs to discuss their answers. n Have Ss share their partner's answers with the class. 1:1 Pair work n Explain the task. Read the example answer aloud. o Ss work in pairs to do the activity. n Have Ss share their partner's answers with the class.

thrift shop a store that sells used items for low prices warehouse a very large building used to keep items before they go to the store and are sold to customers

Shopping preferences (LISTENING) Learning aim: Develop skills in listening for gist and details (15-20 minutes) A 114) [CD 2, Track 16] a Explain the task. Check that Ss understand the following

vocabulary. Vocabulary retailer company that sells items to the public in stores or online sold out no longer available shipping sending an item to a customer drawback a problem or disadvantage a Play the recording once as Ss listen. Play the recording

again while Ss choose the preferences and write the positive aspects. Replay as many times as needed. Ss listen and check their answers.

B al.)) [CD 2, Track 17]

■ Explain that Ss will listen again and write two negative aspects of Ben's and Anna's preferences in the chart. ■ Tell Ss to listen for the answers. Play the recording as Ss complete the chart. Replay as many times as needed. Ss listen and check their answers. ■ Ss work in pairs to compare their answers. Go over answers with the class.

AnsWers Ben: Negative aspects: shipping can be expensive; he has to wait for delivery, which can be unpredictable Anna: Negative aspects: stores get crowded during sales; when a store doesn't have what she needs, she has to go somewhere else Audio script: See page T-171.

o Go over answers with the class.

Answers Ben: Shopping preference: online Positive aspects: things are never sold out; there is a very wide selection; he gets a good price (because he can compare prices easily)

C Pair work

■ Explain the task. Read the question aloud. Ss work in pairs to answer the question and explain their preference. ■ Have Ss share their partner's answers with the class.

Anna: Shopping preference: in stores Positive aspects: she can try on clothes; the personal touch of sales staff; a shopping trip is usually social Audio script: See page T-171.

EMfirjr Consumer culture T-62

�

Placement of direc t and indirect objects (GRAM0A_R)

Learning aim: Practice placement of direct and indirect objects (25-30 minutes)

f . . . . . - . . - . -· - . -- -. . l Grammar notes

The position of an indirect object in a sentence depends on whether it is introduced by a preposition.

If the Indirect object is introduced by to and the direct object Is a simple noun phrase, the indirect object follows , the direct object: 1.0. D.0. r. The teacher gave some difficult homework to his students.

...., -

·

1. Many companies use cartoon characters to sell products to children I children pr oducts. 2. If I'm not satisfied with a product, I never hesitate to return it to the store. 3. The Internet has made shopping much easier, but delivery costs people more money.

1.0. D.0. The teacher gave his students some difficult homework.

4. At restaurants, my wife thinks I ask the waiter too many questions.

Books closed. Write on the board: 1. The store offers sales to customers every Monday. 2. The store offers customers sales every Mond11y.

Ask Ss to identify the direct and indirect obje1ct in each sentence. (Answers: direct object: sales; indire:ct object: customers) Ask them what is different betweein the two sentences. (Answer: the preposition to and th1e order of the objects) Then ask Ss if the sentences mean the same thing. (Answer: yes) • Books open. Discuss the information in the g:rammar box and read the example sentences aloud.

A D

· Answers· ·..r., •

If the indirect object is not introduced by a preposition, It precedes the direct object.

------------------------� l'J

B

a Explain the task. Read the sentences and the exampJ,. answer aloud. Answer any questions about vocabuhu a Ss work individually to complete the activity. a Go over answers with the class.

Have Ss look at the Starting Point on page 62 again. Explain the task and read the question aloud. Go over answers with the class. Answers Pattern A: Do you always want to buy something new for yourself? . . . I recommend wholesale clubs to everyone I know. Pattern B: Members sell each other all kinds of stuff. Let me give you a tip.

5. At discount stores, when they lower prices, they alwa announce it to the shoppers.

6. When I told the baker the bread smelled good, he gm me a free sample Ia free sample to me. 7. In most malls, there is a directory that shows the locations of all the stores to the shoppers I the shoppers the locations of all the stores. 8. Good salespeople convincingly explain the benefits of a product to their customers.

C Pair work • Explain the task. Have one pair of Ss read the exampl conversation to the class. • Ss work in pairs to do the activity. Remind Ss to ask follow-up questions. • Have Ss tell the class about their conversation.

Shopping experiences (VOCABULARY & SPEAKING) Learning aim: Learn and practice vocabulary for talking about shopping (15-20 minutes) A Pair work

■ Explain the task. Read the expressions and their meanings aloud. ■ Ss work individually to do the matching activity. ■ Ss work in pairs to compare answers. Go over answers with the class. Answeri 1. g

3.b

5. c

7. d

2.f

4. a

6. h

8. e

B Group work

■ Explain the task. Read the shopping experiences and example answer aloud. a Ss work in groups to discuss the question. ■ Have a S from each group tell the class about an amusing or unusual experience that the group talked about. Optional activity: Make sentences (15-20 minutes) Ss make sentences using vocabulary for talking about shopping. ■ Ss work in pairs to write sentences using each of the expressions in part A. Tell Ss to leave the expressions blank. ■ Have pairs exchange sentences with another pair and fill in the blanks with the correct expression. ■ Put the two pairs together to go over their answers.

Are you a compulsive shopper? (DiscussioN) Learning aim: Talk about shopping habits and practice the lesson vocabulary (15-20 minutes) A Pair work

■ Explain the task. Read the statements aloud. ■ Ss work individually to complete the survey. ■ Ss work in pairs to discuss their answers. ■ Have Ss share their partner's answers with the class.

B Group work

■ Explain the task. Read the questions aloud. Check that Ss understand that a compulsive shopper would probably have chosen "yes" to almost all the statements in the survey in part A. ■ Ss work in groups to discuss the questions. Make sure Ss give reasons for their answers. ■ Have a S from each group report on the group's discussion to the class. Possible answers 1. They don't look at prices and won't think about having a budget. They usually go shopping when bored or upset. 2. They may have problems with their relationships because they can't always be honest with family and friends about what they have bought. They are often in debt. It's a continuous problem and not something they just do around holiday times. 3. Help them get involved in a hobby. For more practice discussing this topic, download the Worksheet 8.1 Shopaholics from the Teacher Support Site.

0

=Mr Consumer culture T-64

m Supporting

an opinion

(WRITING)

Learning aim: Write a composition to support am opinion (40-50 minutes)

A • Books closed. Have a brief class discussion about: credit cards. Ask Ss if they think credit cards are a good or bad thing and why. • Books open. Tell Ss to read the information in the box at the top of the page. Ask: When should you first present your opinion? (Answer: in the thesis statement) What is in the body of the composWon? (Answer: suppmting examples and details) • Explain to Ss that in a composition that supports; an opinion, the first paragraph should state the opinion, and the body paragraphs should be about each of the supporting details. • E:x."])lain the task. Read the questions aloud. Have: Ss read the composition silently to themselves. Check that Ss understand the following vocabulary. Vocabulary

credit amount of money someone is allowed to spend and pay back later income money that is earned from working or investments run up debts increase the amount of money you owe

go b ankrupt officially declare that you do not hav1:! any

more money and that any money owed to credit caird companies, stores, or banks cannot be paid back accumulate collect something gradually

absolute (credit limit) very definite total (credit limit)

• Ss work individually to answer the questions. • Ss work in pairs to compare answers. Go over answers with the class.

---Answers

1. There should be a limit to the total amount of cre1dit people can have.

2. It is easy for people to be given credit they can't afford. They can get into debt. High debt leads to bankruptcy. It causes problems for the people they owe money to, as well.

·t·65

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Consumer culture

B • Explain the task. Ss work individually to complete one of the opinions and write their thesis statements. Brainstorm ideas for completing each opinion as a cla.ss, if necessary. • Go around the class and help as needed. C

• Explain the writing task. Have Ss make a list of details and examples supporting their thesis statements. • Ss work individually to write their compositions. Remind Ss to include an introductory paragraph with their opinion, followed by at least one paragraph with supporting details and examples. 11 Go around the class and help as needed. D Pair work • Ss work in pairs to exchange compositions and take

turns answering the question. • Go around the class and help as needed. Encourage Ss to ask and answer follow-up questions about anything they don't understand.

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Do your students need more practice? Grammar Plus 8A Vocabulary Plus 8A Online Vocabulary Accelerator 8A Workbook Lesson A Online Workbook Lesson A

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LESSON B to- Consumer awareness Print advertisements (STARTING POINT) Learning aim: Discuss advertisements and see subjunctive verbs in context (10-15 minutes) A Pair work a Books dosed. Ask Ss to say how they feel about advertising in general. Do they think ads are fun, or are they annoying? Are there any ads that Ss like right now? a Books open. Explain the task. Have Ss look at the types of ads and say which one they think is the most effective. Read the questions aloud. a Ss work in pairs to do the activity.

B Pair work a Explain the task. Read the questions and opinions aloud. Check that Ss understand the following vocabulary. Vocabulary in every respect in every way witty funny in an intelligent way hard-sell direct and aggressive selling crucial extremely important

a Ss work in pairs to discuss the opinions. a Have Ss share their partner's answers with the class.

Radio ads (LISTENING) Learning aim: Develop skills in listening for the main idea and details (15-20 minutes) A Pair work a Books closed. Ask Ss if they or someone they know listen to the radio and what kinds of radio programs they usually listen to. Ask them how they think advertising on the radio needs to be different from other kinds of advertising (e.g., print, Internet, and TV). a Books open. Explain the task. Read the questions aloud. Ss work in pairs to discuss the questions. a Have Ss share their partner's answers with the class.

B cc)

[CD 2, Track 18]

a Explain the task. Read the question aloud. Ask Ss to predict what information they will hear in the advertisements. Check that Ss understand the following vocabulary.

Answers 1. Name of product: Healthy Go Type of product: energy drink 2. Name of product: Meow Chow Type of product: cat food 3. Name of product: Budget Talk Type of product: a smartphone and service plan Audio script: See page T-172.

C ii.))

[CD 2, Track 19]

o Read the question aloud. Explain that Ss will listen again for the benefits of each product. o Tell Ss to listen for the answers. Play the recording as Ss write the benefits in the chart. Replay as many times as needed. Ss listen and check their answers. a Ss work in pairs to discuss their answers. Go over answers with the class.

Vocabulary appetite the desire to eat upgrade change to an improved/newer version of technology

a Tell Ss to listen for the answers to the question. Play the recording as Ss write the name and type of each product in the chart in part C. Replay as many times as needed. Ss listen and check their answers. ▪ Ss work in pairs to compare answers. Go over answers with the class.

Benefits: 1. It has a lot of vitamins and minerals. It gives you energy. 2. It's organic with pure, high-quality ingredients and nothing artificial added. 3. The connection is fast and reliable. You get a free smartphone. Audio script: See page T-172.

MilY Consumer culture

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Verbs in the subjunctive

(GRAMMAR)

learning aim: Practice using verbs in the subjunctive (20-25 minutes)

Grammar notes The subjunctive Is used in a noun clause that foll1ows certain verbs and expressions that stress the importance of something (e.g., demand, recommend, sugges:t, it's crucial, it's imperative). Consumer groups demand that children's advert.ising follow certain rules. It is imperative that ads be honest. The subjunctive uses the base fom1 of the verb. tin a negative sentence, not precedes the base form o,f the verb. The parents insisted (that) the children not watch television at all. The passive form of the subjunctive is formed with

be + past participle. The company demanded the commercial be pu/lr:Jd from television after the public outcry.

• Books closed. Write on the board: It is important that an ad make a product seem useful. Read the sentence aloud and ask Ss to identify the verbs. Ask a S to underline the noun clause. (Answer:: that an ad make a product seem useful) Ask: Whats unusual about make in this sentence? (Answer: It is in its base form.) Explain to Ss that make is in the subjun,ctive. • Books open. Discuss the information in the grammar box and read the example sentences. A • Have Ss look at the Starting Point on page 66 again. Explain the task and read the question aloud. Go over the answer with the class. Answers It seems to me that a good ad is a memorable ad-� that sticks in your head.

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B a Explain the task. Read the sentences and example answer aloud. Ss work individually to complete the activity. a Ss work in pairs to compare their answers. Go over answers with the class.

• Answers 1. I suggest that companies advertise more to increase sales. 2. It is important that advertising agencies use humor in their ads. 3. I demand that cities tear down billboards that obstruct city views. 4. It is essential that the government regulate ads on the Internet. 5. I recommend that viewers skip the ads that precede online video clips. 6. It is crucial that the advertising of harmful products stop. 7. I propose that false advertising be treated as a serious crime. 8. It is vital that public television remain commercial free.

C Group work • Explain the task. Read the problems aloud. Answer an y questions about vocabulary. Read the information in the Useful Expressions box. • Ss work in groups to take turns asking for and giving advice. Remind Ss to use the verbs and expressions in their discussions. • Have a S from each group report on the group's discussion to the class.

• Possible answers 1. It is essential that you not believe everything you see

in ads. They always make the product look better than the real thing.

2. I recommend you speak with someone in the store about the promotion before you buy anything. 3. I suggest you contact your email provider.

Marketing strategies (VOCABULARY) Learning aim: Learn and practice expressions for talking about marketing strategies (15-20 minutes) A ■ Books closed. Ask Ss to say anything they know about marketing. Ask them how certain products, such as cars, candy, and household cleaners, are usually marketed. ▪ Books open. Explain the task. Read the list and sentences aloud.

B Pair work ■ Explain the task. Read the question aloud. ■ Ss work in pairs to brainstorm examples for each strategy from part A and discuss the question. Brainstorm some examples as a class, if necessary. ■ Have each pair share their examples and discussion with the class.

■ Ss work individually to complete the activity. Go over answers with the class. Answers

1.c

3. a

5. g

7. b

2. f

4. e

6.h

8.d

gl

The ethics of undercover marketing (oiscussioN)

Learning aim: Talk about the ethics of undercover marketing and practice the lesson vocabulary (15-20 minutes)

A Pair work ■ Ask Ss to give a definition for undercover. (Answer: acting or done in secret) Explain the task. Ss work in pairs to discuss the question. ■ Have Ss tell the class about their discussion. Go over answers with the class. Answers product placement, search-engine marketing, a loyalty program

B Group work ■ Explain the task. Ss read the text about undercover marketing silently to themselves. Answer any questions about vocabulary. ■ Ss work in groups to discuss the questions. ■ Have Ss tell the class about their discussion. Optional activity: Undercover marketing (20 minutes) 1 Ss think of ways to market a product. ■ As a class, brainstorm different kinds of products. Write them on the board. ■ Ss work in groups to think of an undercover marketing I plan for one of the products, similar to the examples from part B. ■ Have each group present their product and marketing plan to the class.

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For more practice discussing this topic, download the Worksheet 8.2 Ad campaign from the Teacher Support Site.

nazi Consumer culture T-68

Stealth advertising (READING) Learning aim: Develop skills in understanding vocabulary in context, making inferences, and giving a personal reaction to a reading (25-30 minutes)

Optional activity: Fill in tho blaunks (15 minutes) Ss write a doze exercise. In Ss work in pairs to write three or four sentences about the article, leaving a word or two blank. Example: Some people object to forms of marketing since they prefer an honest approach.

A Pair work a Explain the task. Ss work in pairs to discuss the questions.

a Make sure Ss understand that they shouldn't copy sentences directly from the article; they should write about the article in their own words.

u Have Ss read the article silently to themselves. Check that Ss understand the following vocabulary.

er Tell Ss to close their books. Have pairs exchange sentences and fill in the blanks. Then have the pairs check each other's answers.

Vocabulary crept moved slowly affluent wealthy, rich silhouetted seen as a dark shape against a light or light surface spontaneous occurring in a natural way without any planning fixtures things such as sinks, bathtubs, and ceiling lights, which are fixed or attached to a building clandestine planned or done in secret lurking concealed or hidden with a purpose that may be considered threatening

C Group work o Explain the task. Read the questions aloud. o Ss work in groups to discuss the questions. • Ask groups to share their ideas with the class. To make sure that reporting to the class goes smoothly, groups can choose one or two members to report their ideas. Have Ss review their ideas with their own group at the end of the task to make sure the group agrees with the information they will be presenting.

went viral became popular and spread very quickly

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To help Ss develop reading accuracy in this exercise, download the Fresh Idea That's my paint! from the Teacher Support Site.

Pair work

• Explain the task. Read the meanings aloud. n Ss work in pairs to do the activity. u Go over answers with the class.

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Do your students need more practice? Assign . . .

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Grammar Plus 8B

Grammar

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Vocabulary

1. covert

4. peddle

2. amplified

5. hyperconnected

Online Vocabulary Accelerator 8B

Vocabulary

3. tucked away

6. pervasive

Workbook Lesson B

Grammar, Vocabulary, Reading

Online Workbook Lesson B

Grammar, Vocabulary, Reading, Listening

MIZED Consumer culture

9 NATURE

In this unit, Ss use whenever and whe.mvor contrasted with when and where and noun clauses with whoever and whatever to talk about animals and about keeping in touch with nature.

LESSON A D Animals in our lives

Amazing animals (STARTING POINT) Learning aim: Discuss famous animals and see

whenever and wherever in context (10-15 minutes) A 0 Books closed. Ask Ss which wild animals they find the

most interesting. Have Ss tell the class why the animals interest them. a Books open. Explain the task. Read the questions and the descriptions aloud. Check that Ss understand the following vocabulary.

o Give Ss time to think about their answers to the questions. Then Ss work in pairs to discuss their answers.

B Pair work o Explain the task. Read the questions and the example answer aloud. o Ss work in pairs to do the activity. o Have Ss share their partner's answers with the class.

Vocabulary cub a baby bear

Helping hands (LISTENING) Learning aim: Develop skills in listening for gist and details (15-20 minutes) A 4.0 [CD 3, Track 2]

a Explain the task. Read the question aloud. Ask Ss to predict what kinds of information will be in the reports. Check that Ss understand the following vocabulary. Vocabulary fetching going to get and returning with something foster families families that care for an animal or a child for a limited period of time nursing home a place where elderly people who cannot care for themselves anymore can live and receive personal care residents people who live in a particular place disposition a person's or animal's usual way of feeling or behaving spark to inspire or cause fond memories happy memories

▪ Tell Ss to listen for the answer to the question. Play the recording as Ss listen for the answer. Replay as many times as needed. Ss listen and check their answers. ■ Ss work in pairs to compare answers. Go over answers with the class.

Answers 1. Monkeys help people who can't use their arms and legs (quadriplegics). 2. Dogs help elderly people in nursing homes. Audio script: See page T-172.

B 04,)) [CD 3, Track 3] • Explain that Ss will listen again and write the correct letters next to each task. Read the list of items aloud. • Play the recording once as Ss listen. Play the recording again while Ss write the correct answers. • Go over answers with the class.

1. M

3. NG

5. NG

7. NG

2.M

4. NG

6.D

8.M

9. D

Audio script: See page T-172. To help Ss with listening in this exercise, download the Fresh Idea Hands upI from the Teacher Support Site.

Ma Nature 1-70

Whenever and wherever contrasted with when and where (GRAMMAR) Learning aim: Practice using whenever and wherever contrasted with when and where (20-25 minutes)

TGrammar notes

A n Have Ss look at the Starting Point on page 70 again. Explain the task and read the question aloud. u Go over answers with the class.

Whenever and wherever are used when a sentence does

not refor to a specific time or place.

Answers

Sometimes when and where aro interchangeable with whenever and wherever. However. whenever and wherever are used to convey at any time or at anyplace, and when and where should be used to convey a more specific time and place.

Wherever (Where) there are elephants painting, people are fascinated.

lithe adverbial clause with whenever, wherever, when, or where begins the sentence, a comma is required before the independent clause. No comma is necessary if the independent clause begins the sentence. Whenever I go to the zoo, I take my camera. I take my camera whenever I go to the zoo. Wherever she goes, she takes her dog. She takes her dog wherever she goes. ---------- -

Books closed. Write on the board:

Ruby was even more intriguing because she chose her own colors when (whenever) she painted. Whenever (When) actors worked with him, they were always impressed. Alex's name is usually mentioned whenever (when) experts talk about language use by animals.

B

a Explain the task. Ss work individually to complete the activity. o Go over answers with the class.

1. Guide dogs can go wherever their owner goes.

Answers

2. Dogs can't normally go where food is served in this hotel.

1. when

3. Whenever

5. Where

2. wherever

4. Whenever

6. Whenever

Ask: Which sentence is talking about a specific place, and which sentence is talking about any place? (Answer: Sentence 1 is about any place, and sentence 2 is about a specific place.) Underline the conjunctions where and wherever.

a Write on the board: 3. When I saw the gorillas yesterday, they looked unhappy.

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Ku Explain the task. Read the clauses and the example answer aloud. Answer any questions about vocabulary. n Ss work individually to complete the activity. a Go over answers with the class.

4, Whenever I go to the zoo, I always visit the gorillas.

Ask: Which sentence is talking about a specific time, and which sentence is talking about any time? (Answer: Sentence 3 is about a specific time, and sentence 4 is about any time.) Underline the conjunctions when and whenever. Discuss the information in the grammar box and read the example sentences.

1. c We were very startled last night when a bat flew into the window. 2. f Parrots become very sad when / whenever they are separated from their owners. 3. d The sheep population grows quickly where / wherever there is plenty of grass to eat. 4. a A guide dog always stops when / whenever the traffic light is red. 5. b Police officers ride horses where I wherever cars can't conveniently go. 6. e Our helper monkey wakes us up when the sun comes up in the morning.

1-71

EMI Nature

fJ Physical features of animals (vocABULARY) Learning aim: Learn and practice using words for physical features of animals (15-20 minutes)

A Pair work a Explain the task. Read the words aloud. Ask Ss for the singular of hooves. (Answer: hoof) Point out that some words can go in more than one column. • Ss work in pairs to complete the chart. a Go over answers with the class, asking Ss to point to the features shown in the pictures. -Answers Birds: beaks, claws, feathers, tails, wings Fish: fins, gills, scales, tails Reptiles: beaks, claws, fangs, scales, tails Mammals: claws, fangs, fur, hooves, horns, paws, tails, tusks

B • • •

Pair work Explain the task. Read the example answer aloud. Ss work in pairs to do the activity. Have Ss share their answers with the class.

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-·-Possible answers Claws: jewelry, art Feathers: pillows, fashion accessories (e.g., hats, Jewelry) Fins: food Fur: clothing, fashion accessories Hooves: hair products Horns: traditional medicines Paws: traditional medicines Tusks: art, jewelry, buttons OpUonal activity: Guess the animal (15 minutes) Ss describe an animal, and other Ss guess which one it is. • Ss work in groups to make a list of five or six animals and write notes describing them. • Have groups take turns describing an animal while the other groups guess which one it is. Let the guessing groups use dictionaries, if necessary.

it right to do that? (DISCUSSION)

Learning aim: Talk about how humans use animals and practice the lesson vocabulary (15-20 minutes) A • Ask Ss to define ethics. (Answer: ideas and beliefs about what is morally right and wrong behavior) • Explain the task. Read the survey aloud. • Ss work individually to complete the survey and write one more idea. Brainstorm ideas as a class, if necessary. B Group work • ExpJajn the task. Ss work in groups to discuss their answers to the survey in part A. Make sure they· give reasons for their answers. • Have a S from each group report on the group's discussion to the class.

Optional activity: Class debate (15-20 minutes) Ss have a class debate. • Write on the board: The world would be better if everyone were a vegetarian.

• Divide the class into two groups: A and B. Tell group A to think of as many reasons as they can in favor of the statement. Tell group B to think of as many reasons as they can against the statement. • Give Ss time to think of reasons individually. T hen have ' them discuss their reasons within their group. • Have each group take turns presenting their ideas to the class. --- - -···--

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(.1 Classification essay (wRITING) Learning aim: Write a classification essay using different categories (40-50 minutes)

A a Tell Ss to read the information in the box at the top of the page. Ask: What is a classification essay? (Answer: an essay that organizes information into categories) What is in the conclusion? (Answer: an additional perspective on the overall topic) m Explain to Ss that in a classification essay, the first paragraph introduces the overall topic and an overview of the categories included. Each body paragraph then provides details about only one category. m Explain the task. Read the questions aloud. Have Ss read the essay silently to themselves. Check that Ss understand the following vocabulary.

Vocabulary companionship the pleasant feeling you have when you spend time with someone/something with special needs with physical or mental disabilities and, therefore, needing help to do regular everyday tasks devote commit visually impaired having very poor sight due to a disability

B ▪ Explain the task. Ss work individually to choose a topic

and classify it into three categories. Alternatively, have Ss brainstorm ideas in pairs before deciding on a topic. • Go around the class and help as needed.

• Explain the writing task. • Ss work individually to write their essay. Remind Ss to begin with an introduction; include three or more body paragraphs, each about a different category; and end with a conclusion. • Go around the class and help as needed.

D Pair work m Ss work in pairs to exchange essays and take turns answering the questions. • Go around the class and help as needed. Encourage Ss to ask and answer follow-up questions about the essay and ask about anything they don't understand. _ ._ Do your students need more practice?

Assign . . .

for more practice in . . .

Grammar Plus 9A

Grammar

Vocabulary Plus 9A

Vocabulary

Online Vocabulary Accelerator 9A

Vocabulary

mixed breeds born of two or more different kinds of (dogs)

Workbook Lesson A

Grammar, Vocabulary, Writing

confined forced to stay in something

Online Workbook Lesson A

Grammar, Vocabulary, Writing

harness a piece of leather or other material that goes around an animal's body so the animal can be controlled by the owner source a thing that causes / emits something

• Ss work individually to answer the questions. • Ss work in pairs to compare their answers. • Go over answers with the class. Answers assistance dogs guide dogs, hearing dogs, and service dogs

T-73 051:1, Nature

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LESSON B ... In touch with nature Careers in nature

(STARTING POINT)

Learning aim: Discuss nature-related jobs and see noun clauses with whoever and whatever in context (10-15 minutes)

A • Ask Ss if they know of any nature-related jobs arnd have them describe each one. Write Ss' ideas on the board. • Explain the task. Read the questions and job postilllgs aloud. Check that Ss understand the following voc:abulary. Vocabulary landscape architect designer for gardens and parks implement make a plan start to happen post-operative immediately after surgery naturalist person who studies plants and animals

11 Explain the task. Brainstorm other nature-related jobs as a class, if necessary. Add them to the list on the board. a Ss work in pairs to do the activity. • Have Ss share their partner's answers with the class. Optional activity: The worst jobs (10-15 minutes) Ss talk about nature-related jobs they would never want to have. • Ss work in groups to discuss nature-related jobs they would never want to have. Make sure Ss give reasons for each answer. • Have one S from each group share the group's answers with the class. • Have the class vote to see which job is the least popular.

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• Ss work in pairs to discuss their answers.

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B Pair work

(LISTENING)

Learning aim: Develop skills in listening for gist and details, and in making inferences (15-20 minutes)

A a4•>) [CD 3, Track 4] • Ask: What is an eco-resort? (Answer: a vacation destination that emphasizes ecological responsibility through facilities that have little impact on the environment) a Explain the task. Read the question and the choices aloud. Check that Ss understand the following vocabulary. Vocabulary barriers structures that keep someone or something from entering an area In harmony in peace together orientation program information and preparation for an activity, a job, or a situation fumes unpleasant and often dangerous gas or smoke zoom travel very fast bird's eye view a view from a very high place • Play the recording as Ss listen for the answer. Replay as many times as needed. Ss listen and check their answer.

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Audio script: See page T-173.

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B a4•>) [CD 3, Track 5] • Explain that Ss will listen again for the reasons why each eco-resort feature is special. • Tell Ss to listen for the reasons. Play the recording as Ss complete the chart. Replay as many times as needed. Ss listen and check their answers.

• Resort design: It rises into the rain forest canopy. It was designed to make guests feel as if they are part of nature. It has no fences or barriers to keep animals out. Nature guides: They have lived and worked in the rain forest most of their lives. They educate the guests about living with the animals. Spa: It is world-class. It offers massage treatments using skin products made with local plants from the rain forest. Zip lines: They are eco-friendly. They don't disturb any wildlife, damage trees, use electricity, or emit fumes.

Audio script: See page T-173.

C Pair work

• Explain the task. Read the questions aloud. • Ss work in pairs to do the activity. • Have Ss share their partner's answers with the class.

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Nature T-74

Noun clauses with whoever and whatever (GRAMMAR) Learning aim: Practice using noun clauses with

B

whoever and whatever (20-25 minutes)

a Explain the task. Ss work individually to complete the sentences. e Ss work in pairs to compare their answers. Go over answers with the class.

Grammar notes Whoever refers to people. Whatever refers to things. Whichever (see Grammar Plus) refers to people or things. Whoever and whatever function as pronouns. Whoever crosses the line first wins the race. I'll do whatever is necessary.

1. whoever

5. Whoever

2. whoever

6. whatever

Whatever can also function as a determiner. I like to eat whatever ice cream I can find in the freezer.

3. whatever

7. whatever

4. whatever

8. whoever

When whoever and whatever are used as the subject of a clause, they are considered third person singular, so the verbs that follow are in the third person singular.

o Books dosed. Write on the board: 1.AtzdLq u'n humans can do to protect the environment is worth considering. 2. The person who designed this park is a great landscape architect.

Have Ss rewrite the sentences by replacing the underlined words with whoever or whatever. (Answers: 1. Whatever humans can do to protect the environment is worth considering. 2. Whoever designed this park is a great landscape architect.) Then ask Ss to explain their answers. (Answers: Sentence I refers to a thing. Sentence 2 refers to a person.) Et Discuss the information in the grammar box and read the example sentences.

A la Have Ss look at the Starting Point on page 74 again. Explain the task and read the questions aloud. a Go over answers with the class.

Subject: whoever can start immediately. Whoever applies should have at least five years of experience. „ whatever is required to return injured animals to the wild. Whoever enjoys explaining things . . . Object: . whatever you need to start a career in nature right here! . . . whatever they need.

-r-75

Nature

C Group work o Explain the task. Read the beginning of each statement and example answer aloud. Answer any questions about vocabulary. rs Ss work individually to complete the statements. o Ss work in groups to discuss their ideas. ▪ Have a S from each group report on the group's discussion to the class. PoSiible answers 1. Whoever has a strong desire to help anima's should consider volunteering some of their time at a wildlife center. 2. Whatever humans really need is provided by nature. For example, people can get water from ponds, lakes, streams, and rivers. 3. Hiking is a great pastime for whoever likes to exercise and be outdoors. 4. It's a bad idea to feed a pet whatever it wants. Instead, you should feed it healthy pet food. 5. Whoever is planning an excursion in nature should look into eco-tourism possibilities online.

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Nature-related idioms

(vocABIULARY)

Leaming aim: Learn and practice using nature,- related idioms (10-15 minutes)

A

• Books closed. Ask: Whats an idiom? (Answer: a1n expression or group of words whose meaning is different from the meanings of the individual words) • Write on the board: He can't see the forest for the trees.

Ask what the idiom means. (Answer: He can't se:e the whole situation - the forest - clearly because he's thinking too much about the smaller details - the trees.) • Books open. Explain the task. Read the sentences and the meanings of the idioms aloud. • Ss work individually to complete the activity. Go over answers with the class. 1. e

3. b

5. C

7.d

2. f

4. a

6. h

8. g

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• Ask Ss which words helped them match the idioms to their meanings. (Possible answers: "Fresh air" is new air; "a drop" is a very small amount of water; "an ocean" is a very large amount of water; "mud" is not clear; "a walk" is usually a relaxing activity, and it's usually easy to walk in a "park"; something "set in stone" cannot be erased or changed; "an iceberg" is huge and mostly hidden under the water, so we can only see the "tip" - or a small part of it; something "up in the air" is not settled anywhere.)

B Pair work • Explain the task. Read the example sentences aloud. • Ss work in pairs to do the activity. • Have Ss share their partner's ideas with the class.

Optional activity: Idioms quiz (15-20 minutes) Ss write a quiz with the new idioms. • Ss work in groups to write one sentence with each idiom from part A. Tell them to leave the idiom blank in the sentence and list three possible answers under each sentence. • Go around the class and help as needed. • Have the groups exchange quizzes and do the activity. • Then have the groups check each other's answers.

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The importance of nature (D1scuss10N)

Learning aim: Talk about people's relations wi1th nature (15-20 minutes)

A • Explain the task. Read the survey aloud. Check that Ss understand the following vocabulary.

B Group work • Explain the task. • Ss work in groups to discuss their answers to the survey, the reasons for their choices, and their scores. • Have Ss share their group's discussion with the class.

Vocabulary natural fibers fabrics made from natural materialls, such as cotton or wool free-range poultry birds such as chickens and tiurkeys that have lived in the open, not in cages farmed (fish) fish raised in enclosed areas, not fr,eely in the wild natural resources materials found in or on the earth, such as water, oil, minerals, and coal priority very important and needing to be dealt with before other things well-being state of being healthy, happy, and co mfortable • Ss work individually to do the activity and calculate their score.

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Urban park rangers (READING)

Learning aim: Develop skills in understanding vocabulary in context, reading for specific information, making inferences, and giving a personal reaction to a reading (25-30 minutes)

A Pair work

■ Ask Ss to look at the picture. Ask what they know about park rangers. ■ Explain the task. Read the question aloud. Ss work in pairs to discuss the question. o Have Ss read the article silently to themselves. Check that Ss understand the following vocabulary. Vocabulary infiltrate move slowly and secretly into a place without anyone noticing distinguished marking noticeable physical characteristic corps group of people who do the same job or activity nightstick a short stick that is carried as a weapon, usually by police officers summonses official orders to go to court vexed annoyed or worried stunned unable to move or focus not so much they don't or can't do something

Culture note Smokey Bear, a brown bear that wears a park ranger hat, was created in 1944 as an advertising mascot. His mission is to educate the public about the dangers of forest fires and the care that should be taken to prevent them.

C Group work m Explain the task. Read the questions aloud. n Ss work in groups to discuss the questions.

o Have Ss report on their group's discussion to the class. Possible answers 1. They give nature walks, history talks, and children's craft classes. They answer people's questions about plants and animals. They explain to people how to interact with nature. 2. They are concerned about and don't understand normal animal behavior. For example, they mistakenly think that pigeons sunning themselves have broken wings, they worry about hawks hunting smaller birds, and they think ducks will drawn. Answers to the second question will vary. 3. Answers will vary.

L r- linal

activity: Vocabulary (15-20 minutes)

Ss practice the vocabulary from the reading. a Have Ss look at the article again. Tell them to write down any words that they did not know before. is Ask Ss to call out their words, and write them on the board. As a class, write definitions for each word. a Have Ss write a sentence using each word. Make sure they write sentences that show they understand the meaning of the word. ■ Ask Ss to read their sentences to the class.

•

.-

For an alternative reading text or extra practice, download the Worksheet 9.2 Dirt from the Teacher Support Site. 'Do your students need more practice?

B Pair work

Explain the task. Tell Ss that the words they are looking for do not appear in boldface in the text. Remind Ss to use the context to help them find the answers. El Ss work in pairs to do the activity. Go over answers with

the class.

Assign . . . Grammar Plus 98

3. field

T-77 LEM Nature

Grammar

Vocabulary Plus 96

. Vocabulary

Online Vocabulary Accelerator 9B

Vocabulary

Workbook Lesson B

Grammar, Vocabulary, Reading

Online Workbook Lesson B

Grammar, Vocabulary, Reading, Listening

1. amiable 2. therapeutic

for more practice in . . .

,

Units 7-9

Ss assess how well they have learned tile communication skills in Units 7-9.

COMMUNICATION REVIEW Self-assessment Review aim: Ss assess how well they have learned

the material in Units 7-9 (10-15 minutes) • Books closed. List or elicit from Ss the language and topics covered in Units 7-9.

w Books open. Explain the task. Read the list of skills aloud. w Ss work individually to do the assessment. w Tell Ss they will review their assessment after doing the activities in this unit.

Trends and attitudes (DISCUSSION) Review aim: Discuss trends using relative pronouns and adjectives (20-25 minutes) A Pair work

• Explain the task. Read the question and the texts aloud. Check that Ss understand the following vocabulary,

B Group work

• Read the Iife choices aloud. Check that Ss understand the following vocabulary. Vocabulary senior citizens generally people age 65 and older

Vocabulary alternative medicines medicines not normally used by mainstream doctors but which may also be effective therapies treatments that are supposed to cure illness or medical problems

w Ss work in groups to discuss how they feel about the life choices. • Have a S from each group share the group's answers with the class.

consumption the amount of goods and/or services used

■ Read the example answer aloud. • Give Ss time to think individually of their answers. ■ Ss work in pairs to discuss their answers. Make sure they give reasons for their answers. ■ Have Ss share their partner's answers with the class.

MIME57 Communication review T-78

•

New products and marketing plans (DISCUSSION)

Review aim: Discuss ways of marketing new products using the subjunctive (20-25 minutes)

A Group work Explain the task. Have three Ss read the example conversation to the class. Brainstorm new products or services as a class, if necessary.

B Class activity ri Explain the task. Have groups present their product or service and their marketing plans to the class. a Have the class vote on the group with the best ideas.

Ss work in groups to do the activity.

ej

Suitable pets? (SPEAKING)

Review aim: Give opinions about different wild animals as pets (10-15 minutes)

13 Pair work o Explain the task. Read the example answer aloud.

A

a Ss work in pairs to discuss their answers to the questions in part A and explain their reasons.

n Explain the task. Read the questions and captions aloud.

Give Ss time to think of their answers to the questions.

a Have Ss share their partner's answers with the class.

gird talk (LISTENING) Review aim: Develop skills in listening for the main ideas and details (20-25 minutes) A c4.)) [CD 3, Track 6]

a Explain the task. Read the requirements aloud. Check that Ss understand the following vocabulary.

B alk [CD 3, Track 7] o Explain that Ss will listen again, decide if the statements are true or false, and then choose the correct answer. © Read the statements aloud and answer any questions about vocabulary. m Play the recording and have Ss complete the activity.

Vocabulary reputable well respected and highly thought of captivity the state of being in a cage or zoo, not in the wild asthma a medical problem that causes difficulty in breathing groom clean or neaten

lo Ss work in pairs to compare answers. Go over answers with the class. Answers 1. True

3. True

5. True

2. False

4. True

6. False

Audio script: See page T-173.

affectionate openly friendly (in words and actions) vital extremely important stimulation something that causes interest or excitement supervised watched over

▪ Play the recording while Ss choose the correct answers. Replay as many times as needed. ▪ Ss work in pairs to compare answers. Go over answers with the class.

a, c, d Audio script: See page T-173.

1-79 END= Communication review

Have Ss look at their answers to the self-assessment at the beginning of this review unit. As a class, discuss which skills were easy and which were more difficult and why.

10 LANGUAGE

In this unit, Ss use verbs in the passive and practice subject-verb agreement with quantifiers to talk about language and communication.

LESSON A 0 Communication skills

Effective communicators (STARTING POINT) Learning aim: Discuss effective communicators and see passives in context (10-15 minutes) A m

Books closed. Ask Ss to define effective communicator. Ask them whether or not they think they are effective communicators and why.

▪ Books open. Explain the task. Read the descriptions aloud. Check that Ss understand the following vocabulary

Vocabulary CEO chief executive officer; the highest position in a company apartheid official government policy that discriminated against nonwhite people in South Africa activists people who take one side of a poiitical or social issue and work to make changes eloquent giving a clear and strong message fluently and expressively designated appointed or chosen for the purpose

Culture note Steve Jobs was born in San Francisca, California, in 1955. He co-founded Apple with Steve Wozniak in 1976. During the period Jobs was involved with Apple, the company developed groundbreaking and highly popular electronic products known for their elegant, simple, and user-friendly design. In 1986, Jobs bought the company that would become Pixar, a studio known for its innovative animated movies using high-end computer graphics. Nelson Mandela was born in 1918. He was an anti-apartheid activist and was sentenced to life imprisonment for sabotage. He spent 27 years in jail and became a symbol of the struggle against discrimination. He was released in 1990 and helped make South Africa into a multiracial democracy. He was president of South Africa from 1994 to 1999.

B Pair work ■ Explain the task. Read the questions aloud. Ss work in pairs to do the activity. ■ Have Ss share their partner's answers with the class.

Give Ss time to think about their answer to the question. Then have Ss work in pairs to discuss their answers. o Have Ss tell the class anything else they know about Steve Jobs or Nelson Mandela.

Fear of public speaking (DiscussioN) Learning aim: Talk about speaking in public

B Pair work

(15-20 minutes)

e Explain the task. Ss work in pairs to discuss what they have in common and how they are different. e Have Ss share their partner's answers with the class.

A o Books closed. Ask Ss if they have ever had to speak or perform in public. Have them describe the circumstances and say whether or not they were nervous. Have Ss name different occupations where speaking in public is an important skill. (Possible answers: a lawyer, a teacher, a TV reporter) e Books open. Explain the task. Read the survey aloud. Answer any questions about vocabulary. ■ Ss work individually to do the activity and add a statement of their own. Brainstorm additional fears with the class, if necessary.

■ For further discussion, put pairs together to make a list of practical suggestions for overcoming the fear of public speaking. in Have a S from each group read their list to the class. Ask other Ss if they have ever used any of the advice before.

CI

For more practice discussing this topic, download the Worksheet 10.1 Language survey from the Teacher Support Site.

UNIT 10

Language T-80

Overview of passives (GRAMMAR) Learning aim: Practice using passives (20-25 minutes) Grammar notes

"..L=E;;;-;1. The way the world communicates has been changed by the Internet.

In spoken English, many conversations involve the speaker as the "doer" of the action, so the actions are usually expressed using the active voice. For this reason, the passive voice is used less frequently than the active voice in spoken English.

2. Presentations should be delivered confidently and cheerfully.

The passive is generally used when the "doer" of the action (or the agent) is unknown, unimportant, or obvious from the context.

4. Married couples are being advised by counselors to communicate more openly.

When the agent is relevant or important to the meaning of the sentence, it should be included after the preposition by. The passive can be used with all verb forms, tenses, and modals, although it is rarely used with some forms, such as the present perfect continuous. 73 Books closed. Write on the board:

3. The students should have been told to speak louder during their speeches.

5. Long ago, smoke signals were used to send simple messages in China. 6. After the ceremony, the scholarship recipients are being announced by the president. 7. The president's speech is going to be translated into 35 languages. 8. An announcement was being made by the principal when the microphone went dead.

1.My sister spilled the milk. 2. The milk was spilled by my sister. Ask Ss if the sentences mean the same thing. (Answer: yes) Ask what the differences are between the two sentences. (Answer: Sentence 1 is active; the subject is My sister. Sentence 2 is passive; the subject is The milk.) Tell Ss that in sentence 1, the speaker wants to emphasize that it was his or her sister who spilled something. In sentence 2, the speaker wants to emphasize that the spilled substance was the milk. ▪ Books open. Discuss the information in the grammar box and read the example sentences. A ■ Have Ss look at the Starting Point on page 80 again. Explain the task and read the questions aloud. ■ Go over answers with the class. Answers

. he was designated Goodwill Ambassador by UNESCO. simple past

▪ Ss work individually to complete the activity. o Ss work in pairs to compare answers. Go over answers with the class. Have Ss share the sentence they added. Possible answers

1. I've been told by many people that my English sounds quite formal. 2. My classmates and I are encouraged to speak by our teacher. 3. I hope that someday I will be complimented on how fluent my English is. 4, Students should be forced to take a foreign language. 5. Languages should be taught by someone who has a passion for language learning. 6. I've been advised to study Latin by my professor. 7. Not long ago, t was told that I have a very good French accent. 8. Answers will vary.

B ■ Explain the task. Read the sentences and the example answer aloud, Answer any questions about vocabulary. ■ Ss work individually to complete the activity. ■ Go over answers with the class.

•t 4

1:3 Explain the task. Read the beginning of each sentence and the example answer aloud. Brainstorm additional sentences in the passive with the class, if necessary.

ITFrrr.mrwm

Discourse markers (VOCABULARY) Learning aim: Learn and practice using discourse markers (10-15 minutes)

A a Explain that

discourse means communication in

E3 Pair work o Explain the task. Read the text aloud. Answer any questions about vocabulary. • Ss work in pairs to complete the activity. o Go over answers with the class.

speech or writing. a Explain the task. Read the expressions and the functions aloud.

1. First of all / To begin

a Ss work individually to do the activity. a Go over answers with the class.

2. First / First of all 3. Second / Next / Furthermore / In addition

zgazzimmuNKL-_. 1. f

3. d

5. e

7. f

2. b

4. a, b

6. c

8. a, b

4. second / next / furthermore / in addition 9.d

11.b

5. Similarly / Likewise

10,e

12. c

6. nevertheless / yet 7. In conclusion / To sum up

Getting your message across (LISTENING) Learning aim: Develop skills in listening for main ideas and details (15-20 minutes) A 40) [CD 3, Track 8] ri Explain the task. Ask Ss to predict what kinds of advice they will hear. 11

Focus Ss' attention on the chart. Read the items aloud. Explain that Ss should only choose the items they hear in the recording and not fill in any advice yet. Check that Ss understand the following vocabulary. Vocabulary go smoothly occur/happen without any problems tedious extremely boring one-on-one two people talking directly to each other, not in a group

a Play the recording. Ss choose the items the speaker mentions. Replay as many times as needed. is Ss work in pairs to compare answers. Go over answers with the class.

Answers the audience, the outline, practicing, humor, posture, eye contact, voice, questions Audio script: See page 1-174.

B at)) [CD 3, Track 9] o Explain that Ss will listen again and fill in the two columns with the advice the speaker gives. o Play the recording as Ss complete the chart. Replay as many times as needed. Ss listen and check their answers. o Ss work in pairs to compare answers. Go over answers with the class.

the audience: The presentation is for the audience. Keep in mind what they want to hear. the outline: Include ideas for your introduction, main point, and conclusion. Keep it clear and simple. practicing: Practice in front of a mirror, with a friend, or record the presentation and listen to it. Practice makes you more confident. humor: Start with a joke or funny story. It puts the audience at ease. posture: Try to look relaxed and natural. eye contact: Move your eyes slowly around the room, from person to person. voice: Your voice should sound friendly, natural, and expressive. questions: Always welcome questions from the audience. Speak one-on-one to people who have many questions. Audio script: See page T-174.

UNIT 10

Language

1982

Co

l Persuasive writing (WRITING)

Learning aim: Write a persuasive essay by taking a position, looking at two sides of the argument, and using reasons and examples (40-50 minutes)

WEEZIEM11.11111111111111111101 Writer's position: The writer believes that the university should keep the foreign language requirement.

A

Arguments for the opposing view: It's more important for students to spend their time on courses that are focused on their careers than on a foreign language. Some people may study a language and never have to use it in later life.

• Books closed. Have a brief class discussion about foreign languages. Ask Ss what other language they would like to learn and why. Ask them if they think learning a foreign language is important and why. • Books open. Tell Ss to read the information in the box at the top of the page. Ask: What does persuasive mean? (Answer: convincing; making others agree with your opinion) What should you provide in a persuasive essay? (Answer: examples and reasons that support your opinion, the opposing view, and your argument against it) • Explain to Ss that in the example essay, the first paragraph states the writer's opinion. Each of the next two body paragraphs contains an argument for the opposing view and the writer's counterargument. The final paragraph contains the writer's conclusion. Alternatively, in this kind of essay, the body paragraphs following the introduction can be about each of the supporting details, and one paragraph should include the opposite view and why the writer disagrees with it. • Explain the task and read the questions aloud. Have Ss read the essay silently to themselves. Check that Ss understand the following vocabulary.

Reasons and examples to support the writer's position: People who speak two languages have an increased chance of getting a job. Study of a foreign language increases proficiency in native language skills and the understanding of one's own culture.

B Pair work

a Explain the task. Read the positions aloud. • Ss work in pairs to do the activity. Brainstorm other positions as a class, if necessary. • Go around the class and help as needed. C

• Explain the writing task. • Ss work individually to write their articles. • Go around the class and help as needed.

D Pair work • Ss work in pairs to exchange articles and take turns

Vocabulary

suggesting improvements.

proposed put forward (a plan, an offer, an idea, etc.) do away with get rid of something mandates makes something required/compulsory proponents people who support and argue for an idea, cause, or plan

• Go around the class and help as needed. Encourage Ss to ask and answer follow-up questions about the position taken in the article and about anything they don't understand. Do your students need more practice?

shortsighted unable to see how a situation will be in the future

Assign . . .

for more practice in . . .

proficient very good at

Grammar Plus 10A

Grammar

disservice something harmful or unhelpful

Vocabulary Plus WA

Vocabulary

Online Vocabulary Accelerator 10A

Vocabulary

Workbook Lesson A

Grammar, Vocabulary, Writing

Online Workbook Lesson A

Grammar, Vocabulary. Writing

a Ss work individually to answer the questions. m Ss work in pairs to compare their answers. a Go over answers with the class.

UNIT 10

Language

u

LESSON B � Natural language What's correct language?

(STi\RTING POINT)

Learning aim: Discuss correctness in language· and see subject-verb agreement with quantifiers in context (10-15 minutes) A • Books closed. Ask Ss to say if they think writing in English is easier than speaking in English. Ask them if they worry about making mistakes in English or if they think it is more important just to be understood.. • Books open. Explain the task. Read the statemernts aloud. Check that Ss understand the following vocabulary.

B Pair work • Explain the task. Read the example answer aloud. • Ss work in pairs to do the activity. • Have Ss share their partner's opinions with the class.

Vocabulary majority the largest amount of a whole slang informal, nonstandard words and phrases has the right is allowed minority the smallest amount of a whole

• Ss work individually to complete the activity.

�

Text speak

(DISCUSSION)

Learning aim: Talk about text speak (15-20 minutes)

Optional activity: Text speak (10-15 minutes)

A Pair work

Ss write their own text speak. • Ss work In pairs to write a message using text speak. The message could be about something they did yesterday or what they will do on the weekend, or Ss can use their imaginations and pretend they are on vacation and writing to a friend. Tell them to use as much text speak as possible.

• Books closed. Ask Ss what text speak is and if they ever use it. • Books open. Explain the task. Read the text aloud. • Ss work in pairs to complete the activity. • Go over answers with the class. Answers b4 = before ruok? = Are you OK? cul8r = See you later. xlnt = excellent gr8 = great 2nite = tonight

• Ask Ss if they know any other text speak. Write their answers on the board.

• Have pairs exchange messages and read them.

B Group work • Explain the task. Read the opinions aloud. Answer any questions about vocabulary. • Ss work individually to choose the opinion they most agree with. Then Ss work in groups to discuss their opinions. • Have a S from each group report on the group's discussion to the class.

rrl To help Ss participate in this exercise, download the � Fresh Idea Face up, face down from the Teacher Support Site.

4•WilC•)

Language T·84

ikg

Subject-verb agreement with quantifiers (GRAMMAR)

Learning aim: Practice using subject-verb agreement with quantifiers (20-25 minutes)

I

Grammar notes Generally, when a collective noun refers to a single, impersonal unit, a singular pronoun Is used to refer to it. My baseball team has a lot of great players on S. When a collective noun refers to a group of various individuals, a plural pronoun is used. My baseball team is great. They are all my friends. Some other examples of collective nouns aro audience, class, couple, crowd, family, group, team.

13

Books closed. Write on the board: 1. Each person in the class 2. Half of my classmates

(be) very nice. (be) from Japan.

Read the sentences aloud and ask Ss to fill in the blanks. Ask them why they think the verb should be singular or plural. (Answers: Sentence 1: is (singular); Sentence 2: are (plural). In sentence 1, the verb is singular because it agrees with the singular subject noun each person. In sentence 2, the verb is plural because it agrees with the plural subject noun half of my classmates.) e Books open. Discuss the information in the grammar box and read the example sentences.

A a Have Ss look at the Starting Point on page 84 again. Explain the task and read the questions aloud. • Go over answers with the class. Answers There are plenty of people with foreign accents who speak English well. (plural verb) All varieties of English are equally valid. (plural verb)

T-85

UNIT 10

Language

sa Explain the task and go over the example with the class. Ss work individually to complete the sentences. • Ss work in pairs to compare their answers. Go over answers with the class.

1. agree

5. use / uses

2. attend

6. is

3. speaks

7. contains

4. are

8. is

C Group work o Explain the task. Read the beginning of each sentence aloud. Answer any questions about vocabulary. Have one pair of Ss read the example conversation to the class. 3 Ss work individually to complete the sentences. o Ss work in groups to discuss their answers. o Have a S from each group report on the group's discussion to the class. Possible answers 1. Lots of the slang people use these days comes from words they hear in popular music. 2. The majority of people my age don't / doesn't care about proper grammar. 3. Some of the language older people use has a richer vocabulary. 4. None of my friends corrects / correct my English. 5. Most of the news anchors you see on TV are very well spoken. 6. Every one of my teachers assigns / assign homework.

r,t 't-���y

with words

(VOCABULARY)

�ming nin,: Lcam und practice using idioms nslated ,, ...:Si' c1 t.:mguage ( 10-15 minutes)

A • f-�t�k� ,d(\S\;_ :�-..-r, :.;'·/.� ·. ... :·. -'.. ·.;

-· �·.: ..�'.. :,..,: .. .,...·:,.....:·,:,..·-'· :··. . · : Optional and required relative pronouns ...'· ·> ·:.,�:: •.• ;·�:• �7\,-') •,'' • ,___,,....._,......,,_-,::_--__....,.__ ·=·=· =-:--:.,-:=_,, -- =:-:•-.-=-:.=- ,,._ 7:-==..-::---�---::--·�-7 «-:.....,-:-:-·\·, '

.

·

I"!..., -

When the relative pronoun is the c:omplement (or object) of a preposition, whom is required (not who). No one can live on that land now exc,ept indigenous people to whom special permits have been given.

L

·lI

Similarly, which is required (not that) when the preposition precedes the ref ative pronoun. My parents' generation stood for certain principles against which my generation has rebelled. The relative pronoun whose is not. only used for people. It can also represent animals or things. This relative pronoun is required. There are some new fitness classes whose purpose is to provide safe exercise for the elderly. 1 Complete the sentences with whom, which, or whose. 1. Junk food advertisements are particularly effective in influencing the buying patterns of the young people to whom they are aimed. 2. "Where is society heading?" is a difficult question, the answer to ______ I don't think anybody really knows. 3. That insurance company currently offers low-cost health plans to people ______ workplace doesn't offer any. 4. I'd like to join the debate about the future of international travel, but I'm afraid it's a subject about I know almost nothing. 5. Improper or insufficient education is the root of intolerance. The world would change for the better if we understood the people against we have prejudices. 6. My parents owned a fully detached house with a big yard. Unfortunately, my friends and I are all apartment dwellers for owning such a house just isn't possible. 2 Review the rules for pronouns on page 55. Complete the text with the appropriate relative pronouns. Sometimes more than one answer is possible. · I once read a story about a little boy (1) who I that received an insect - a large beetle - for his birthday. Frnstrated by the insect's frantic movements, the boy turned it over and over looking for a switch (2) could turn it off. Clearly, this was a boy (3) understanding of animals and the natural world was extremely limited. The resul1t was a boy for (4) a living thing was indistinguishable from a toy.. Parents should expose their children to nature from a young age. There is a farm not far from the city to (5) hundreds of families go every weekend. There, city kids (6) might not otherwise have had the chance are able to see, and even to touch, a wide variety of living things. By encountering animals i (?} are real, not just pictures, children learn the important lesson that these are living creatures (8) are worthy of respect, just like us. .

7B

As If, as though, as, the way, and like When as introduces a clause expressing a comparison, subject-verb inversion can occur in affirmative sentences. With do: Marissa has a lot of trouble accepting change, as does Trina. With auxiliary verbs: Mitt has coped well with changes at work, as have his co-workers_ With modals: Grandma would tell us stories of the old days, as would Grandpa. With be: Marcel is wary of technology, as is his whole family. When both clauses have the same subject, as if and as though clauses with adjectives or past participles are frequently shortened by removing the subject and be. Bill is talking about quitting his job, as though (he were) single and carefree. Marvin sat motionless in front of his new media center, as if (he were) glued to the chair. Notice that we use a past form of a verb after as if and as though when these phrases are followed by a hypothetical or unreal situation. Bill is talking about quitting his job as though he were carefree. (He has responsibilities.) Some young people replace their gadgets every year as if they had all the money in the world.

Combine these sentences using a clause expressing comparison with as. Use subject-verb inversion. 1. The students at my new school welcomed me warmly. The teachers welcomed me, too. The students at my new school welcomed me warmly, as did the teachers. 2. Moving to Spain will bring about many changes in my life. Getting a new job will, too. 3. Clarissa is enjoying retirement. Her husband is also enjoying it. 4. Claudia went to a traditional Chinese opera last night. Jim went, too. 5. The teachers' union is supporting a four-day workweek. The transit workers' union is supporting this as well. 6. I've given up my car and am taking public transportation now. Several of my co-workers are taking public transportation, too. 7. I can cope well with changes. My wife can cope well with changes, too. 8. Amber believes that it is often foolish to resist change. Josh also believes that it is often foolish to do so. 2 Rewrite the sentences, shortening the longer clauses and lengthening the shorter clauses. Follow the model in the grammar box. 1. Guests in the theater felt a strange sensation, as if transported back in time. Guests in the theater felt a strange sensation, as if they had been transported back in time. 2. That family lives without electricity, as though they were trapped in the 1800s. 3. The music sounded great on my new sound system, as if it were played by a live band. 4. That kid's clothes looked too big for him, as though borrowed from an older brother. 5. My grandmother looks odd in that photo, as if she were annoyed.

Mg Grammar Plus 119

Indirect �bjects

. � -· . ·- - ... ... --· ·-· -- The following verbs are commonly used with both a direct and indirect object. bring hand order pay serve give make owe promise throw

i:·

- ...... _____. _

When the direct object is a pronoun, it goes before the indirect object. When the indirect object is a pronoun, it can go before or after the direct object. The boss owes it to Sid. (it= direct objecn The boss owes him a month's salary . (him = indirect objec� The boss owes a month's salary to h1 im. (him = indirect objecn When both objects are pronouns, only one pattern is possible: direct object + to I for+ indirect ob;ject. The boss owes it to him. The boss ordered it for him. 1 Complete the sentences using the words in parentheses.Write each sentence in two different ways. 1. Finally, the waiter brought ...(our dinners I us) Finally, the waiter brought us our dinners. Finally, the waiter brought our dinners to us. 2. After an hour of searching, thle clerk gave ...(a suitable pair of shoes I me) 3. At that cafe, they won't serve ... (your meal I you) unless you pay for it in advance.

4. I didn't have any cash, so I handed ...(my credit card I the clerk) 5. The potter at that shop promised ...(a beautiful vase I my mother) 6. While they were swimming, tl1eir father ordered ...(lunch I them) 7. I don't have any more cash, but I can pay ...(the rest I you) tomorrow. 8. At the baseball game, the vendor threw ...(a bag of peanuts I him) 2 Rewrite the following sentences in as many ways as possible using pronouns in place of the nouns in boldface. 1. The clerk gave Maria the wr1ong blouse. The clerk gave her the wrong blouse. I The clerk gave the wrong blouse to her. / The clerk gave it to Maria. I The clerk gave it to her. 2. The salesman sold his last v:acuum to John. 3. That company still owes Michael one week's pay. 4. The real estate agent didn't mention the leaky roof to the customers. 5. The travel guide found two wonderful antique shops for the tourists. 6. Thomas reminded Daniel tha1t he had promised a diamond ring to Liz. 7. The hotel chef made my mother an omelet. 8. After the receipt was printed, the clerk handed Eleanor a pen. 1�0

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Grammar Plus

8B

Verbs in the subjunctive

3 3

The following verbs can be followed by a that clause with a subjunctive verb. advise beg require stipulate ask prefer specify vote

C

He advised that his students be on time. Our store policy clearly stipulates that all sales associates report to work by 8:30 A.M. The negative subjunctive is formed with not and the base form of the verb. The advertising executive's contract required that he not receive a bonus that year. The passive form of the subjunctive is formed by be+ past participle. The sponsors asked that their product be featured prominently in the movie. The manufacturers preferred that their shaving cream not be endorsed by misbehaving stars.

Complete the sentences using an active or passive subjunctive form of the verbs in the box. Verbs may be used more than once. broadcast

not contain

give

prevent

remove

be given

1. The return policy stipulated that customers returned items.

any false information.

3. It is required that an advertisement

from advertising candy on children's

4. Parents begged that companies TV shows. 5. The contract clearly specifies that the station

7. I would prefer that companies

cash refunds for from calling after 8:00 P.M.

2. A new guideline advises that telemarketers

6. The customer repeatedly asked that she

not send

our ads 24 hours a day. a free sample of the perfume. me spam e-mail of any kind.

8. We voted that those billboards blocking the town's ocean view 2 Complete the sentences with an appropriate form of the verb in parentheses, Use the subjunctive when possible. 1, It's clear that the time devoted to commercials on TV has increased (increase) over the past 10 years. 2. She advised that pressure false advertising. 3. i learned that my neighbor 4. The store required that each customer for inspection. 5. He specified that this advertisement 6. The actress begged that she 7. f discovered that my sister

(apply) to companies that engage in (be) a stealth marketer. (open) his or her bag (place) in this month's issue. (not cast) in such a low-budget commercial. (be) addicted to shopping.

ilirari

Grammar Pltis

-�· -.. _ .·i...ndir.e�t .obj•��, . - ... .. - - . .

' ...

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The following verbs are commonly used with both a direct and indirect object. bring hand order pay serve give make owe promise throw When the direct object is a pronoun, it goes before the indirect object. When the indirect object is a pronoun, it can go before or after the direct object. The boss owes it to Sid. (it = direct 01bjecO The boss owes him a month's salari,. (him = indirect objecO The boss owes a month's salary to him. (him = indirect objecO

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When both objects are pronouns, oinly one pattern is possible: direct object + to I for+ indirect object. The boss owes it to him. ' The boss ordered it for him. ,•

1 Complete the sentences using 1the words in parentheses.Write each sentence in two different ways. 1. Finally, the waiter brought ...(our dinners I us) Finally, the waiter brought us our dinners. Finally, the waiter brought our dinners to us. 2. After an hour of searching, the clerk gave ...(a suitable pair of shoes I me) 3. At that cafe, they won't serve ...(your meal I you) unless you pay for it in advance. 4. I didn't have any cash, so I handed ... (my credit card I the clerk) 5. The potter at that shop promised ...(a beautiful vase I my mother) 6. While they were swimming, their father ordered ...(lunch I them) 7. I don't have any more cash, !but I can pay ...(the rest I you) tomorrow. 8. At the baseball game, the vendor threw ...(a bag of peanuts I him) 2 Rewrite the following sentences. in as many ways as possible using pronouns in place of the nouns in boldface. 1. The clerk gave Maria the wrong blouse. The clerk gave her the wron!:,r blouse. I The clerk gave the wrong blouse to her. / The clerk gave it to Maria. / The clerk gave it to her. 2. The salesman sold his last v•acuum to John. 3. That company still owes Michael one week's pay. 4. The real estate agent didn't mention the leaky roof to the customers. 5. The travel guide found two wonderful antique shops tor the tourists. 6. Thomas reminded Daniel that he had promised a diamond ring to Liz. 7. The hotel chef made my mother an omelet. 8. After the receipt was printed, the clerk handed Eleanor a pen. 120

IHiil=J

Grammar Plus

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3 3

The following verbs can be followed by a that clause with a subjunctive verb. advise beg require stipulate ask prefer specify vote

52

He advised that his students be on time. Our store policy clearly stipulates that all sales associates report to work by 8:30 A.M.

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The negative subjunctive is formed with not and the base form of the verb. The advertising executive's contract required that he not receive a bonus that year. The passive form of the subjunctive is formed by be + past participle. The sponsors asked that their product be featured prominently in the movie. The manufacturers preferred that their shaving cream not be endorsed by misbehaving stars. Complete the sentences using an active or passive subjunctive form of the verbs in the box. Verbs may be used more than once. broadcast

not contain

give

prevent

remove

1. The return policy stipulated that customers returned items.

be given

2. A new guideline advises that telemarketers

any false information.

4. Parents begged that companies TV shows.

from advertising candy on children's

5. The contract clearly specifies that the station

7. I would prefer that companies

cash refunds for from calling after 8:00 P.M.

3. It is required that an advertisement

6. The customer repeatedly asked that she

not send

our ads 24 hours a day. a free sample of the perfume. me spam e-mail of any kind.

8. We voted that those billboards blocking the town's ocean view 2 Complete the sentences with an appropriate form of the verb in parentheses. Use the subjunctive when possible. 1. It's clear that the time devoted to commercials on TV has increased (increase) over the past 10 years. 2. She advised that pressure false advertising.

(apply) to companies that engage in

3. I learned that my neighbor

(be) a stealth marketer.

4. The store required that each customer for inspection. 5. He specified that this advertisement 6. The actress begged that she 7. I discovered that my sister

(open) his or her bag (place) in this month's issue. (not cast) in such a low-budget commercial. (be) addicted to shopping.

RIMY

Grammar Plus 121

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Whenever and where11i r contrasted with when and where --:'!l""C::::=--"- -

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adjective � past participle,' -·-,r�h;�e�-,_--,-;;h�;:v�r, wh-;;,�and where are followe� by subject + be + . w . the subject and be are often deleteid. This occurs mamly '" formal spee ch and ntmg. Pet owners must take their pets to th1:l vet whenever I when takiRtJ them is advisable. Laws concerning the welfare of helper animals should be enforced wherever I where applicable. o"o

Wheneve r and wherever can have 1the meaning "no matter when I where." A: My dog doesn't like it when I give her a bath at night . B: Mine doesn't like it whenever I give him a bath! Whenever and wherever can also have the meaning "although I don't know when I where." We'll have to get together on his birthday, whenever that is! , Their dog was found in a park outsidB of Hicksville, wherever that is! Whenever and wherever are rarely used following the focus adverbs even, just, right, and only. When and where are often used instead. My cats show me affection even wh1en I'm in a bad mood. Elephants will survive in the wild onlJf where they are protected from illegal hunting. 1 Shorten the sentences by crossing out the subject and the form of be in the adverbial clause. 1. Pets need to be given attention every day, not just when giving them attention is convenient. 2. Dog owners are expected t,o use leashes to walk their dogs where using those items is required by law. 3. My veterinarian suggested :that I buy Barkies brand dog food when Barkies brand is available. 4. Whenever disciplining them is appropriate, owners of intelligent animals must be prepared to discipline their pets. 5. Exotic animals may not be l with another pair. T hen have pairs share their bc�t. mq:it believable ideas with the class. Have the dass chews